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Advanced Theatre-Scope and Sequence

The document outlines the scope and sequence for an advanced theatre class over four months. In the first quarter, students will learn acting techniques including character development, vocal and physical warmups, and scene work. They will critique peers' scenes and start attending live performances. By the end of the first month, students will lead warmups and present a rehearsed scene. In the second quarter, students will continue skill and technique development, presenting memorized scenes and monologues, with a focus on different acting methods.

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Cathy Archer
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© Attribution Non-Commercial (BY-NC)
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Download as DOC, PDF, TXT or read online on Scribd
283 views

Advanced Theatre-Scope and Sequence

The document outlines the scope and sequence for an advanced theatre class over four months. In the first quarter, students will learn acting techniques including character development, vocal and physical warmups, and scene work. They will critique peers' scenes and start attending live performances. By the end of the first month, students will lead warmups and present a rehearsed scene. In the second quarter, students will continue skill and technique development, presenting memorized scenes and monologues, with a focus on different acting methods.

Uploaded by

Cathy Archer
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Advanced Theatre – Scope and Sequence

First Quarter –
APHS: 7 – Students show skill development when creating theatre by:

Demonstrating development of character using physical and vocal expression and


text analysis and research.

Relaxation
Vocal warm-ups
Physical Warm-ups
Identification of French Scenes
Identifying Givens
Identifying and playing the objective
Listening/responding- during a scene or reading of a scene
Focus/concentration
Motivated Movement
Researching the world of the play

APHS: 8 - Students perform/communicate through theatre by

Producing a practiced scene


Rehearsal Process
Memorization
Creating a believable character

Adjusting voice tone/level and timing before an audience


Vocal warm ups
Developing a character voice
Dramatic interpretation through voice

APHS: 9 Students show understanding of theatre concepts and vocabulary by

Define and identify protagonist, antagonist, crisis, catharsis, and climax resolution,
exposition complications: theme (transaction) tone or emotion of script, objective,
subtext.
Identify the above in the play being read in class
Playing the objective

Labeling and participating in cold reading and audition


Preparing an audition piece
Choosing a Monologue
Preparing a monologue
Recognizing and labeling acting technique – (Stanislavski, Checkov,)
The magic “if”
Developing Character through physical and physiological
movement/gestures

Critique and Reflection:

A7-8: 13 – Students describe art using discipline specific vocabulary

Critiquing peer’s scenes using the Liz Leraman method


Review professional performances

A7-8: 14 – Students analyze, interpret, and respond to art by:

Discuss different interpretations of the same scene/play


Defend choices they have made in developing a character based on the
playwright’s words and their knowledge of the world of the play

A7-8: 15 – Students critique and revise art by…

Follow the Liz Lerman method


Develop questions for their peers about their scenes
Identify their acting problems and the possible solutions

Approach to Work:

APHS: 19 Students approach artistic problem solving with an open mind and creative
thinking

APHS: 20 – Students develop effective, personal work habits by


Relaxation
Physical Warm-ups
Vocal warm-ups
Participating fully in the rehearsal process

APHS: 21 – Students demonstrate appropriate interaction


Creating an ensemble
Audience behavior - in class and away
Benchmarks for First Month -

Students will develop a personal relaxation processes that they will use at the beginning
of each class

Students will participate fully in vocal and physical warm-ups at the beginning of each
class. They will each provide a warm-up and lead it before the end of the month.

Students will develop a reading of a scene that will demonstrate their ability to follow the
rehearsal process, identify givens and objectives and create a believable character that
listens and responds to the other character in the scene.

Students will participate in a critique of their peer’s scene using the Liz Lerman method.

Students will identify the area(s) of acting that they need to develop further and devise a
plan to improve.

Benchmarks for Second Month –

Students will continue to develop warm ups

Students will attend a college or professional performance and demonstrate appropriate


audience behavior. They will each have two planned questions for the performers.

Students will write a review of the production demonstrating their understanding of the
play, the time period and strong acting skills.

Students will present a memorized monologue, which will demonstrate their ability to
memorize lines and follow a rehearsal process.

Students will present a memorized scene, which will demonstrate their ability to play an
objective and the sub-text.

Benchmarks for Third Month –

Students will attend a college or professional production and demonstrate appropriate


audience behavior.
They will each have two planned questions for the performers. These questions will
exhibit a further understanding of the rehearsal process and elements of performance.
Students will write a review of the production demonstrating their understanding of the
play, the time period and strong acting skills.

Students will present a memorized scene which demonstrates through their character
development, their understanding of Uta Hagan’s approach to character development.

Students will perform one of Uta Hagan’s exercises, demonstrating their understanding of
her approach to acting.

Benchmarks for Fourth Month–

Students will present a ten-minute play, which will demonstrate their understanding of
the rehearsal process, script analysis, memorization, characterization and other acting
skills.

Students will review their peers’ scenes and provide them with elements to develop
further.

Students will participate in some of Meisner’s exercises as they develop characters for
the ten-minute play.

Students will discuss the different approaches to acting developed by the acting teachers
studied in this course. They will determine which of the methods work best for them.
Second Quarter –
APHS: 7 – Students show skill development when creating theatre by:

Demonstrating development of character using physical and vocal expression and


text analysis and research.
Continuing with First quarter.
In addition acting teachers will be introduced – Uta Hagan, Michael Checkov,
and Sanford Meisner

APHS: 8 - Students perform/communicate through theatre by

Continuing with first quarter


A ten-minute play will be the final scene

APHS: 9 Students show understanding of theatre concepts and vocabulary by

Continuing with the first quarter


Sub text will be further developed

Recognizing and labeling acting technique – (Meisner and Hagan.)


Repetition exercises will be used for character development
Fourth wall exercise – Hagan
Character sketch sheets -Hagan

Critique and Reflection:

A7-8: 13 – Students describe art using discipline specific vocabulary


Continue with first quarter
Reviews become more specific

A7-8: 14 – Students analyze, interpret, and respond to art by:

Continue with first quarter


Student’s choices demonstrate knowledge of acting techniques and
thoughtfulness

A7-8: 15 – Students critique and revise art by…


Continue with first quarter
Solutions to problems include exercises, which assist in the development of
the problem area.
Review of peer’s work is more detailed
Approach to Work:

APHS: 19 Students approach artistic problem solving with an open mind and creative
thinking

APHS: 20 – Students develop effective, personal work habits by


Continue with first quarter
Students are able to articulate their rehearsal process.
Students will research a variety of rehearsal processes and put into
practice those that apply to their scene/play

APHS: 21 – Students demonstrate appropriate interaction


Continue with first quarter
Further development of ability to work with a variety of people

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