Unit 1:Voice through play and Physical Theatre practices
7 Weeks
Learner Profile Attributes:
- Knowledgable.
- Communicators
Key Concept:
Related Concept(s):
Global Context:
- Personal and cultural expression – Artistry
Statement of Inquiry:
- Artistry makes communication with an audience more effective.
Summative Assessment Criteria:
ATLs (Skills):
- C-Interpret and use effectively modes of non-verbal communication
S-Practise empathy
S-Delegate and share responsibility for decision-making
S-Help others to succeed
SM-Practise focus and concentration
SM-Practise strategies to develop mental focus
SM-Focus on the process of creating by imitating the work of others
Curriculum Standards:
- B1.2 demonstrate an understanding of the element of role by selectively using other elements (e.g., time and place; relationship; tension) to build belief in a role and establish its dramatic context
B1.4 communicate feelings, thoughts, and ideas to a specific audience, using audio, visual, and/or technological aids to strengthen the impact on the viewer
B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places
B1.3 plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role
Unit 2 :Ensemble Performance
8 Weeks
Learner Profile Attributes:
Key Concept:
Related Concept(s):
- Composition, Presentation
Global Context:
- Identities and Relationships – Competition and cooperation
Statement of Inquiry:
- Identities and Relationships – Competition and cooperation
Summative Assessment Criteria:
ATLs (Skills):
C-Give and receive meaningful feedback
C-Use a variety of speaking techniques to communicate with a variety of audiences
S-Encourage others to contribute
S-Exercise leadership and take on a variety of roles within groups
S-Give and receive meaningful feedback
SM-Practise strategies to overcome distractions
SM-Practise being aware of body–mind connections
Curriculum Standards:
- B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places
B1.2 demonstrate an understanding of the element of role by selectively using other elements to build belief in a role and establish its dramatic context
B1.3 plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role
B1.4 communicate feelings, thoughts, and ideas to a specific audience, using audio, visual, and/or technological aids to strengthen the impact on the viewer
B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others’ drama works
B2.2 identify a favourite scene and give reasons for their preference, using correct drama terminology to describe how the elements of drama contribute to its effectiveness
B2.3 identify and give examples of their strengths, interests, and areas for improvement as drama creators, performers, and audience members
Unit 3:Theater History – Greek Roman Medieval Commedia Del’ Arte
10 Weeks
Learner Profile Attributes:
Key Concept:
Related Concept(s):
Global Context:
- Identities and Relationships – Identity Fromation
Statement of Inquiry:
- Theater styles express the themes structures and expression of cultures and traditions from different times.
Summative Assessment Criteria:
- Criterion A
- Criterion B
- Criterion C
ATLs (Skills):
- C-Take effective notes in class
C-Organize and depict information logically
C-Structure information in summaries, essays and reports
SM-Create plans to prepare for summative assessments (examinations and performances)
R-Collect, record and verify data
R-Collect and analyse data to identify solutions and make informed decisions
Curriculum Standards:
- B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places
B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others’ drama works
B3.1 demonstrate an understanding of some drama and theatre themes and traditions from a variety of times, communities, and places
B3.2 identify and describe key contributions drama and theatre make to the community
Unit 4:Greek to Commedia dell’ Arte Historical performance skit
Weeks
Learner Profile Attributes:
Key Concept:
Related Concept(s):
- “Interpretation Boundaries”
Global Context:
- “Orientation in space and time -Civilizations and social histories“
Statement of Inquiry:
- Theatre history reflect how theater traditions change over time.
Summative Assessment Criteria
ATLs (Skills):
- C-Exchanging thoughts, messages and information effectively through interaction
C-Give and receive meaningful feedback
SM-(Re-)considering the process of learning; choosing and using ATL skills
SM-Identify strengths and weaknesses of personal learning strategies (self-assessment)
SM-Consider ethical, cultural and environmental implications
Curriculum Standards:
- B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others’ drama works