THEATRE ARTS

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TABLE OF CONTENTS - THEATRE ARTS

 
Theatre Arts - Overview
Theatre Arts - Key
Theatre Arts - Kindergarten
Theatre Arts - Grades 1-3
Theatre Arts - Grades 4-6
Theatre Arts - Grades 7-8
Introduction to Theatre Arts
Theatre II
Theatre III
Theatre Production
Dramatic Criticism and Performance
Oral Interpretation/Readers' Theatre
Theatre Arts Glossary
Theatre Arts Suggested Resource List

Overview of Theatre Arts

Theatre uniquely embraces all of the arts and sciences while encouraging introspection and self-knowledge. Theatre nurtures cultural appreciation and satisfies the aesthetic, intellectual, and emotional needs of both performers and audiences.

The curriculum proposed in this guide is developmentally sequential. It is inclusive of learning styles and a diverse array of cultural perspectives. It is believed that the primary resource for accomplishing the stated competencies will be the teacher's own expertise and imagination. The suggested objectives, teaching strategies, and resources included in this document will serve as useful tools for teacher and students as they journey together in the process of learning and discovery.

THEATRE ARTS
KEY

A = Auditory

V = Visual

K = Kinetic

These three learning styles are included in each strand throughout this curriculum; therefore, these styles will not be individually noted.

Rubric = a teacher-designed method of assessment of student work; may include written tests, journals, actual performance of objective, detailed research or term paper, or any teacher-prescribed measure that fairly and accurately evaluates the student's work

KINDERGARTEN

This course is designed to introduce students to the basic concepts of the theatre arts.

STRANDS: Theatre Management, Acting, Script Development, Criticism/ Aesthetic Response

Strand: THEATRE MANAGEMENT.

COMPETENCIES:

1. Recognize theatre/drama characteristics.

Suggested Objectives:

a. Compare/contrast theatre versus a movie.
b. Attend a play.
2. Recognize theatre management personnel.

Suggested Objectives:

a. Describe what an usher does.
b. Describe what a house manager does.
c. Describe what a ticket seller does.
Suggested Teaching Strategies:
Students will role play house management personnel.
Suggested Assessment Methods:
Students will identify the duties of house management personnel.

COMPETENCIES:

1. Explore the concept of improvisations.

Suggested Objectives:

a. Define improvisation.
b. Perform brief (15-30 second) improvisations.
2. Explore the concept of pantomimes.

Suggested Objectives:

a. Define pantomime.
b. Perform simple pantomime.
Suggested Teaching Strategies:
The teacher will present videotaped or live performance of improvisational or pantomime acting.

The teacher will provide pictures of animals to help students visualize movements for pantomime and improvisation.

Students will determine subjects for improvisations.

Suggested Assessment Methods:
The teacher will observe students as they perform.

COMPETENCIES:

1. Create life scenes.

Suggested Objectives:

a. Define "inanimate" (not alive).
b. Portray the inanimate.
c. Define "animate" (alive).
d. Portray the animate.
2. Create imaginary scenes.

Suggested Objectives:

a. Create imaginary characters.
b. Create imaginary scenes.
Suggested Teaching Strategies:
Students will pull slips of paper with a picture of an animal, object, or an event to portray (e.g., getting dressed, eating an apple, etc.).

Students will draw a person, animal, or object and then "become" that subject.

Suggested Assessment Methods:

Students will demonstrate the animate and inanimate on request.

COMPETENCIES:

1. Recognize appropriate audience demeanor for assembly programs, theatre/drama, and performances.

Suggested Objectives:

a. Define appropriate audience behavior.
b. Identify inappropriate audience behavior.
2. Respond to assembly programs or performances with appropriate and acceptable expression.

Suggested Objectives:

a. Distinguish between acceptable and non-acceptable physical response.
b. Distinguish between acceptable and non-acceptable verbal response.
c. Experience live theatre.
Suggested Teaching Strategies:
Students will practice acceptable physical and verbal responses to performances by demonstrating appreciation, humor, sadness, happiness, or excitement.

Suggested Assessment Methods:

Students demonstrate acceptable physical and verbal behavior during performances.

Students will compile lists of acceptable and unacceptable audience behavior.

GRADES 1-3
 

This course is designed to give students an opportunity to explore at an introductory level the basic concepts of Theatre Arts. The course emphasizes guided creative practice.

STRANDS: Directing, Technology, Theatre Management, Acting, Script Development, Criticism/Aesthetic Response

Strand: DIRECTING.

COMPETENCIES:

1. Create and practice improvisations.

Suggested Objectives:

a. Stage improvisations in the classroom.
b. Replicate as a group other students' improvisations.
2. Stage and perform class productions.

Suggested Objectives:

a. Plan rehearsals.
b. Define "staging."
c. Define "rehearsal."
d. Define "blocking."
e. Identify basic blocking techniques.
f. Use blocking skills by movement.
g. Direct improvisations that demonstrate happiness or anger.
h. Direct improvisations that depict imaginary or real characters in a scene.
Suggested Teaching Strategies:
The teacher will provide topics for improvisations.

Students will block a scene and assign classmates to walk the blocking.

Suggested Assessment Methods:
Teacher will observe student performances.

COMPETENCIES:

1. Plan performance arrangement space for classroom dramatization.

2. Gather and organize available materials to suggest scenery, props, lighting, sound, costumes, and makeup.

Suggested Objectives:

a. Use classroom furniture, fixtures, and equipment to delineate performance space from audience space.
b. Modify existing classroom objects and materials to create scenery, props, costumes, etc., for a dramatic presentation.
Suggested Teaching Strategies:
Students arrange chairs in one section of the classroom to serve as audience space.

Students mark a section of the classroom for the proscenium stage.

Students create masks from construction paper, paper bags, and crayons or paint for characters in Little Red Riding Hood or other literary (fairy) tale.

Suggested Assessment Methods:
Teacher will observe student performances.

Teacher-designed rubric measuring successful completion of assigned tasks.
 

COMPETENCIES:

1. Recognize theatre/drama characteristics.

Suggested Objectives:

a. Compare/contrast live theatre versus filmed performance.
b. Attend a play or live performance.
2. Recognize theatre management personnel.

Suggested Objectives:

a. Define house management.
b. Describe what an usher does.
c. Describe what a house manager does.
d. Describe what a ticket seller does.
Suggested Teaching Strategies:
The teacher will use diagrams of a theatre lobby and use puppets to portray ushers, ticket sellers, house manager, etc.

The teacher will use role-play; divide students into audience, house manager, ushers, ticket sellers, etc., to portray parts; rotate roles.

Make tickets from colored slips of paper; "sell" tickets (to "audience"/students).

Suggested Assessment Methods:
Students will verbally respond to questions/discussion.

Students will write a brief report describing their "role."

Teacher-designed rubric measuring successful completion of assigned tasks.

COMPETENCIES:

1. Recognize the characteristics of improvisation, pantomime, and live performance.

Suggested Objectives:

a. Define improvisation, pantomime, and live performance.
b. Compare and contrast the characteristics of pantomime and improvisation.
2. Explore a variety of roles in improvisation, pantomime, and classroom productions.

Suggested Objectives:

a. Pantomime simple characters.
b. Improvise simple characters or situations.
c. Define the term "subtext."
d. Identify the characters' feelings.
e. Perform in a class play or ensemble production.
Suggested Teaching Strategies:
Using traditional literary fairy tales, have students perform a variety of characters.

Present African/American folklore.

Have students perform a scene from the folklore.

Suggested Assessment Methods:
The teacher will observe student's performance.

COMPETENCIES:

1. Create a scene from real life.

Suggested Objectives:

a. Define "real."
b. Define "scene."
c. Create scenes using animate characters.
d. Create scenes using inanimate characters.
e. Define the beginning of a story
f. Define the middle of a story.
g. Define the end of a story.
h. Create scenes of their choice to demonstrate a beginning, a middle, and an end.
i. Define "plot."
j. Define "summary" (resolution).

(Use definitions that are language/age appropriate.)

2. Create a scene from imagination.

Suggested Objectives:

a. Define "imaginary."
b. Define "scene."
c. Create scenes using animate characters.
d. Create scenes using inanimate characters.
e. Define the beginning of a story
f. Define the middle of a story.
g. Define the end of a story.
h. Create scenes of their choice to demonstrate a beginning, a middle, and an end.
i. Define "plot."
j. Define "summary" (resolution).

(Use definitions that are language/age appropriate.)

Suggested Teaching Strategies:
The teacher will use pictures to demonstrate real versus imaginary.

The teacher will use literature/folklore to demonstrate beginning, middle, and end.

The teacher will use pictures or videotape to depict real versus imaginary and ask student to differentiate.

Students will bring examples of newspaper cartoons and identify beginning, middle, and end.

Students will record their definitions and created scripts utilizing appropriate levels of writing skills.

Suggested Assessment Methods:
Teacher-designed rubric measuring successful completion of assigned task.

COMPETENCIES:

1. Develop literacy in Theatre Arts.

Suggested Objectives:

a. Observe live or videotaped dramatic performances.
b. Establish a basic vocabulary for communicating theatrical/dramatic concepts.
2. Compare and contrast the wants and needs of a character from literature, folklore, or film.

Suggested Objectives:

a. Distinguish between the terms "wants" and "needs."
b. Define personal wants and needs.
c. Define a specific character's wants and needs.
d. Respond to live theatre and explore the role of the audience/observer as a vital participant.
Suggested Teaching Strategies:
Students will use cutouts from magazines to design posters of perceived wants and needs of a familiar character.
Suggested Assessment Methods:
After viewing live theatre, the student will compare and contrast the wants and needs of character to himself/herself utlizing basic writing skills (at age-appropriate level).

GRADES 4-6

This course is designed to explore more fully through age-appropriate activities the basic concepts of Theatre Arts. The course emphasizes guided creative practice.

STRANDS: Directing, Technology, Theatre Management, Acting,Script Development, Criticism/Aesthetic Response, Theatre History

Strand: DIRECTING.

COMPETENCIES:

1. Cooperatively plan improvisational and scripted scenes.

Suggested Objectives:

a. Discuss the visual, aural, and kinesthetic elements used in theatre.
b. Introduce blocking by script.
c. Incorporate group dynamics to an improvisation or scripted scene.
2. Rehearse improvisational and scripted scenes.

Suggested Objectives:

a. Outline rehearsal schedule and commitments.
b. Implement rehearsal timeline for completed production of improvisational or scenes.
Suggested Teaching Strategies:
The teacher will illustrate basic blocking transposed to script.

The teacher will conduct a sample rehearsal.

Suggested Assessment Methods:
Teacher-designed rubric measuring successful completion of stated objectives.

The teacher supervises a dress rehearsal of an in-house performance.

COMPETENCIES:

1. Discuss the purposes of the elements of spectacle in creating the dramatic environment.

Suggested Objectives:

a. Identify the basic purposes of each technical aspect.
b. Plan the technical needs for the setting and mood of a specific drama.
2. Identify the importance of elements of spectacle in creating a dramatic environment.

Suggested Objectives:

a. Discuss elements of spectacle in a specific play.
b. Identify simple spectacle designs common in most dramas.
Suggested Teaching Strategies:
Working in cooperative teams, students devise simple spectacle designs for a student-created tale.

Working in cooperative teams, students devise simple spectacle designs for a story or or drama originating from literature (i.e., Greek mythology, Asian, etc.).

Suggested Assessment Methods:
Teacher-designed rubric.

Project - students will design and construct a model theatre set (use small cardboard boxes, colored markers, paper, etc.).

COMPETENCIES:

1. Identify the responsibilities of theatre management personnel.

Suggested Objectives:

a. Name all theatre management personnel and their corresponding duties.
b. Identify the organizational structure of theatre management.
c. Describe how theatre management personnel function as a team.
2. Examine categories of responsibilities for theatre management.

Suggested Objectives:

a. Categorize roles and responbilities of theatre management personnel.
b. Prioritize each category and responsibility.
Suggested Teaching Strategies:

Using large sheets of paper, students will sketch theatre management organizational chart as teacher explains duties.

Suggested Assessment Methods:

Teacher will use flash cards with job descriptions and have students match to appropriate personnel.

Assignment - Role-play the roles of theatre management personnel.

Assignment - Assume duties in actual performance.

COMPETENCIES:

1. Develop basic acting skills to portray characters in informal settings.

Suggested Objectives:

a. Improvise simple scenes as suggested by teacher.
b. Convey physical and sensory impressions.
c. Identify and demonstrate understanding of acting terminology.
d. Use appropriate body language.
e. Respond verbally to different characters in an improvised setting.
f. Project feelings of a character in a scripted scene.
g. Practice memorization skills of scripted scenes (increasing the length and complexity at appropriate grade levels).
h. Respond to basic stage directions.
i. Take directions from a director.
j. Stay in character for increasing periods of time.


2. Develop basic acting skills to portray characters in formal settings.

Suggested Objectives:

a. Improvise simple scenes as suggested by teacher.
b. Convey physical and sensory impressions.
c. Identify and demonstrate understanding of acting terminology.
d. Use appropriate body language.
e. Respond verbally to different characters in an improvised setting.
f. Project feelings of a character in a scripted scene.
g. Practice memorization skills of scripted scenes (increasing the length and complexity at appropriate grade levels).
h. Respond to basic stage directions.
i. Take directions from a director.
j. Stay in character for increasing periods of time.
k. Identify the subtext of the dialogue.
Suggested Teaching Strategies:
The teacher will provide age-appropriate scripts for student blocking and directions.

On a stage or in a performance space, the teacher will mark off and label areas of the stage with tape and have students respond to directions relating to acting areas and basic stage directions.

Suggested Assessment Methods:
Teacher-designed rubric measuring successful completion of stated objectives.

COMPETENCIES:

1. Use dialogue to tell stories.

Suggested Objectives:

a. Use dialogue and movement to tell a story.
b. Design dialogue for two characters.
c. Formalize dialogue by recording.
d. Design action to go with a story.
e. Define "environment" in theatre sense.
f. Identify and discuss other disciplines needed to enhance audience understanding of a performance design.
g. Design a scene from personal heritage, literature, history, or imagination.
2. Use dialogue to create a scene in a play using at least two characters.

Suggested Objectives:

a. Use dialogue and movement to create the scene.
b. Design action and characterization for the scene.
c. Establish an environment for the scene.
Suggested Teaching Strategies:
Given a scene or story, students will identify the action shown.
Suggested Assessment Methods:
Teacher-designed rubric measuring successful completion of stated objective.

Student performance.

Written and drawn work.

Positive critique after formalized dialogue.

Strand: CRITICISM/AESTHETIC RESPONSE.

COMPETENCIES:

1. Develop literacy in Theatre Arts.

Suggested Objectives:

a. Attend live dramatic/theatrical performances, including musical theatre.
b. Observe videotaped theatrical performances from any available resource.
c. Reinforce and expand vocabulary of theatre terminology in order to effectively express concepts of theatre/drama.
2. Examine and discuss overall effective and ineffective aspects of a given performance.

Suggested Objectives:

a. Use sensory and emotional memory to verbally interpret dramatic experience.
b. Discuss character relationships.
c. Describe an effective performance with specific examples from a production.
d. Describe non-effective performances with specific examples from a production.
e. Respond to live theatre and understand the audience's responsibility.
f. React to and analyze live theatre experience in terms of effective and non-effective techniques and elements.
g. Know and use the steps to an effective production.
Suggested Teaching Strategies:
After viewing a theatre production, students will discuss their likes and dislikes.
Suggested Assessment Methods:
Students will discuss the meaning of a performance and give specified examples from the production to illustrate each point.

COMPETENCIES:

1. Develop an awareness of theatre heritage within a historical perspective.

Suggested Objectives:

a. Reenact stories from folklore, such as Native American, Colonial American, Chinese, African, etc.
b. Reenact a Greek myth.
2. Examine a current play or playscript and identify the historical perspectives embedded in the scenes, characters, and context.

Suggested Objectives:

a. Research theatrical works from various cultures.
b. Identify historical periods of plays.
Suggested Teaching Strategies:
The teacher will show folklore film or read folk tales.

The teacher will divide the class into groups for researching stories.

The teacher will divide the class into groups for rehearsals.

Students will present stories based on assigned research findings.

The teacher will show films, pictures, or actual drama masks and costumes from diverse world/historical cultures.

The teacher will introduce mask usage in cultural theatre (i.e., Greek, Native American, African).

Suggested Assessment Methods:
Teacher-designed rubric measuring successful completion of stated objectives.

Students explain the unique aspects of the mask in relationship to the character.

GRADES 7-8

This course is designed to stimulate and develop unique intellectual and creative abilities of each student through learning and practicing basic Theatre Arts concepts. Through an applied emphasis in this course, the student will gain greater knowledge of self and others and will begin to develop an appreciation of Theatre as an art form.

STRANDS: Directing, Technology, Theatre Management,Acting, Script Development, Criticism/Aesthetic Response, Theatre History

Strand: DIRECTING.

COMPETENCIES:

1. Recognize the role of a director.

Suggested Objectives:

a. Determine and practice the play selection process.
b. Identify the basic steps a director follows from play selection to performance.
2. Explore the accountabilities and responsibilities of a director.

Suggested Objectives:

a. Compare and contrast theatre management roles versus directing roles.
b. Determine a timeline of directing roles and responsibilities.
Suggested Teaching Strategies:
Students will discuss the criteria needed to select a play (including audience considerations).

Students will read or listen to two one-act plays, choose one, and explain the choice based on pre-determined criteria.

Suggested Assessment Methods:
Given a list of theatre responsibilities, students will identify those pertaining to the director.

COMPETENCIES:

1. Design and collect/produce scenery, props, lights, and sound effects to create a specified environment.

Suggested Objectives:

a. Define basic terms and components associated with basic scenery, stage lighting, properties, sound.
b. Demonstrate simple construction of a flat or set.
c. Demonstrate the proper use of basic technical equipment.
d. Observe and practice safe procedures in construction areas and backstage.
2. Select and create costumes and makeup to convey character.

Suggested Objectives:

a. Identify components of character development through costumes and make-up.
b. Demonstrate character make-up techniques (e.g., "aging" a character).
Suggested Teaching Strategies:
Working in cooperative teams, students will construct spectacle elements for a fairy tale.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Establish the roles of theatre management personnel.

Suggested Objectives:

a. Define the responsibilities of theatre management.
b. Design a theatre staff management plan.
c. Select theatre management staff based on identified criteria.
2. Perform limited theatre management personnel roles within a classroom setting.

Suggested Objectives:

a. Establish roles and accountabilities relating to theatre management.
b. Prioritize roles and create a timeline of the theatre management plan.
Suggested Teaching Strategies:
Using a one-act play, students will create an imaginary management staff and students will perform the duties.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Create characters from personal observations and imagination.

Suggested Objectives:

a. Present created characters in a classroom setting.
b. Use appropriate vocal characteristics.
c. Use appropriate body movement.
d. Respond emotionally in character.
e. Project thoughts of a character.
f. Project feelings of a character.
2. Modify characters from literature to emphasize types of characterization attributes.

Suggested Objectives:

a. Present modified characters from literature or a scripted scene.
b. Use appropriate vocal characteristics.
c. Use appropriate body movement.
d. Respond emotionally in character.
e. Project thoughts of a character.
f. Project feelings of a character.
Suggested Teaching Strategies:
Students will observe people in a public setting and using observed attributes to form a composite character, present a scene.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Create characters, environments, actions, and plots that solicit an emotional response from the audience.

Suggested Objectives:

a. Discuss other disciplines that are a part of play writing.)
b. Create a character from an assigned period or setting.
c. Define "humor."
d. Define "suspense."
e. Define "tension."
f. Define "drama."
g. Define "action."
h. Critique a movie, television show, and play; compare similarities and differences in scripts.
2. Design scenes using historical, contemporary, imaginary, or cultural sources.

Suggested Objectives:

a. Discuss and plan specific scenes for class.
b. Present designed scenes for class critique.
3. Design a scene that includes dialogue, action, place, time, a beginning, a middle, and an end.

Suggested Objectives:

a. Plan the sequence of development for the scene.
b. Create a completed detail of the scene to include all attributes.
Suggested Teaching Strategies:
The teacher will give the list of attributes that comprise a character and ask students to put together a character description format.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Develop fluency in Theatre Arts literacy.

Suggested Objectives:

a. Effectively articulate broad knowledge and understanding of dramatic concepts.
b. Observe videotaped theatrical performances from any available resource.
c. Demonstrate confident usage of theatre terminology.
d. Practice patronage of live theatre.
2. Examine and assess aspects in dramatic works.

Suggested Objectives:

a. Read, view, or listen to period plays to expand knowledge of theatre.
b. Read plays to expand repertoire of dramatic literature.
c. Expand depth and scope of aesthetic judgment by critiquing performances.
d. Analyze and evaluate plays, performances, technical theatre decisions, and production.
e. Expand depth and scope of aesthetic judgment by experiencing theatre of diverse styles, modes, and genres.
f. Develop a personal definition of aesthetic value.
g. Analyze accepted criteria for assessing, directing, acting, and staging a production.
Suggested Teaching Strategies:
Working in cooperative groups, have students construct a criteria list to critique current movies or live theatre.
Suggested Assessment Methods:
Students will critique a performance in terms of effective and noneffective aspects and cite specific examples to illustrate each determination, conclusion, or finding.

COMPETENCIES:

1. Examine theatre and dramatic customs within the confines of a specified historical reference.

Suggested Objectives:

a. Discuss dramatic customs used by Greek dramatists, Elizabethan theatres, Asian theatre, and others.
b. Research and construct masks from these or other cultures or historical settings.
c. Research and construct simple Greek theatre settings.
Suggested Teaching Strategies:
The teacher will show pictures and diagrams of Greek, Elizabethan, and Asian theatres.

The teacher will show masks used in theatre productions (Chinese, Japanese, Greek, etc.).

Students will construct a theatrical mask from a historical period or culture.

Students will construct a model of Greek or Elizabethan theatre.

Suggested Assessment Methods:
Teacher-designed rubric.

GRADES 9-12

Students will explore the relationships of theatre history, structure, literature, acting, producing, and critiquing. They will discover that theatre is an art form that enhances basic life skills through stimulation of creative thinking and problem solving. Students will develop a deeper understanding of personal commitment, cooperative work, and goal setting.

STRANDS: Directing, Technology, Theatre Management, Acting, Script Development, Criticism/Aesthetic Response, Theatre History

Strand: DIRECTING.

COMPETENCIES:

1. Examine the directing process.

Suggested Objectives:

a. Establish criteria for choosing a play.
b. Identify basic casting procedures.
2. Identify the basic elements involved in directing a play.

Suggested Objectives:

a. Identify the types and functions of rehearsals, schedules, publicity and performance.
b. Establish audience identification.
Suggested Teaching Strategies:
Using a one-act play, the teacher will lead students through basic steps; choosing a play, casting, rehearsals, publicity, performance.

The teacher will assist students in setting up individual drama journals.

Suggested Assessment Methods:
Students will choose a play, justify their choice, and implement the basic procedures.

COMPETENCIES:

1. Examine elements of scenery, props, lighting, sound, costumes, and makeup for a theatrical performance.

Suggested Objectives:

a. Identify types of stages.
b. Identify types of sets.
c. Apply basic construction techniques.
d. Establish correct procedures in erecting a set.
e. Demonstrate basic painting and texturing techniques.
f. Use the principles and procedures of costume acquisition.
2. Identify terminology related to staging, props, lighting, costumes, and makeup.

Suggested Objectives:

a. Identify types of stages.
b. Identify types of sets.
c. Identify basic safety rules.
d. Demonstrate basic makeup principles.
Suggested Teaching Strategies:

Working cooperatively, students will produce a one-act children's play.

Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Examine or perform the roles of theatre management personnel.

Suggested Objectives:

a. Identify roles and responsibilities of the production staff.
b. Participate actively on a production staff.
2. Produce a Management Organizational Chart.

Suggested Objectives:

a. Design a production management timeline.
b. Establish priorities and accountabilities of staff on the production timeline.
c. Complete the production management chart and timeline and present for class critique.
Suggested Teaching Strategies:
Using a one-act children's play, students will assume the roles of the production staff.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Develop, communicate, and maintain consistency of character in theatrical performances.

Suggested Objectives:

a. Demonstrate understanding of basic acting terminology.
b. Develop vocal techniques to portray character, thought, and feeling.
c. Develop movement to portray character, thought, and feeling.
d. Analyze external and internal characteristics of a character.
e. Demonstrate an understanding of character motivation.
f. Analyze a one-minute monologue.
2. Create a character utilizing basic principles of character development.

Suggested Objectives:

a. Include characterization using internal and external modes.
b. Demonstrate utilization of vocal, movement, and ensemble skills for monologue presentation.
Suggested Teaching Strategies:
Using a one-minute monologue, the teacher will lead students through analyzing and developing the character.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Identify the principles of script development.

Suggested Objectives:

a. Identify the elements of a script.
b. Identify the types of script.
c. Identify the styles of script.
2. Design a script scene that includes dialogue and action.

Suggested Objectives:

a. Create basic scene descriptions that enhance dialogue of script.
b. Develop basic scene descriptions that enhance action of script.
Suggested Teaching Strategies:
Working in groups, students will dissect a one-act play into its basic parts.
Suggested Assessment Methods:
Written work graded by teacher-designed rubric.

COMPETENCIES:

1. Critique a dramatic performance.

Suggested Objectives:

a. Establish criteria for evaluating drama.
b. Attend dramatic performances.
c. Compose written reactions to dramatic performances.
d. Communicate effectively using theatrical terminology.
2. Develop literacy in Theatre Arts.

Suggested Objectives:

a. Observe a play and identify basic characterization techniques, setting, scene, acting, and directing techniques used in the play.
b. Critique and analyze overall effectiveness of production.
Suggested Teaching Strategies:
Students individually attend performances and compose written reactions.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Recognize major developments in theatre history.

Suggested Objectives:

a. Identify major developments within historical time periods.
b. Examine the impact of historical timelines on the development of theatre.
Suggested Teaching Strategies:
Working in groups, students will research theatrical developments of a particular historical period.

Students will read or review a short story from a historical period.

The teacher will divide the class into groups to create a timeline illustrating important events in theatre development.

Suggested Assessment Methods:
Students will respond to questions about major historical developments.

Students will compile and display a completed timeline of major developments in theatre history.

2. Research theatre development of a particular culture.

Suggested Objectives:

a. Compare and contrast American theatre development with the theatre of European and Western cultures.
b. Compare and contrast American theatre development with the theatre of Asian and Eastern cultures.

GRADES 9 - 12

Prerequisite: Introduction to Theatre Arts

Theatre II continues to explore the theatrical process as an art form. Students will have the opportunity to build on skills learned in Introduction to Theatre Arts. Students will concentrate on designing, creating, and performing from original and published works.

STRANDS: Directing, Technology, Theatre Management, Acting,Script Development, Criticism/Aesthetic Response, Theatre History

Strand: DIRECTING.

COMPETENCIES:

1. Working cooperatively with a director, plan production strategies for informal and formal productions.

Suggested Objectives:

a. Design audition format and forms.
b. Plan audition and rehearsal schedules.
2. Design and conduct production strategies for informal and formal productions.

Suggested Objectives:

a. Participate in auditions.
b. Assist in casting.
c. Recognize and examine the basics of staging and blocking.
Suggested Teaching Strategies:
Working on a full-length production, students will hold auditions and cast the play.
Suggested Assessment Methods:
Teacher-designed rubric (i.e., written work, memorization, oral speaking technique).

COMPETENCIES:

1. Using technical skills, design and create scenery, props, lighting, sound, costumes, and makeup.

Suggested Objectives:

a. Analyze and apply design theory for scenery, props, lighting, sound, costumes, and makeup.
b. Create a personal makeup morgue.
c. Create a simple light plot.
d. Create a personal costume morgue.
e. Design and construct a model set.
2. Apply technical support to individual performances.

Suggested Objectives:

a. Recognize and demonstrate understanding of appropriate costume/prop pieces for performances.
b. Create a variety of set arrangements for performances.
Suggested Teaching Strategies:
Working independently, students will research all technological aspects necessary for designing for a full-length production.

Students will use various costume, prop, and set ideas in individual performances.

Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Working with a director, design detailed stage management.

Suggested Objectives:

a. Develop a stage and props flow charts.
b. Create a lighting and sound cue activity chart.
2. Design theatre promotional and business plans.

Suggested Objectives:

a. Plan a promotional campaign.
b. Organize business aspects.
Suggested Teaching Strategies:
Students will choose an area of theatre management. Either in groups or individually, students will work in these areas on a full-length production.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Working in formal and informal theatrical performances, develop, communicate, and maintain consistent characters.

Suggested Objectives:

a. Incorporate physical, vocal, emotional, and socially interactive means to portray character, thought, and feeling.
b. Compare and contrast the basic approaches to acting.
c. Refine ensemble skills.
d. Select and analyze duet scenes and group scenes.
e. Present duet and group scenes.
f. Review audition skills.
g. Develop audition portfolio.
h. Present audition scenes.
2. Develop grace and physical coordination.

Suggested Objectives:

a. Develop relaxation skills.
b. Establish good posture.
c. Demonstrate grace while moving through space.
d. Portray characters by applying basic physical principles and standard pantomimic expressions.
e. Participate in traditional and non-traditional pantomimes.
f. Practice in sense memory and emotional memory improves.
g. Learn correct procedures for basic stage combat.
h. Perform given circumstance improvisations and literature-based improvisations.
Suggested Teaching Strategies:
The teacher will provide students with several articles on audition skills and process.

Students working in groups will identify common audition skills.

Students will create and perform a presentation based on a unifying theme.

The teacher and students will design a stage fight for an existing play.

Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Using the five elements of drama, create scripts for classroom use.

Suggested Objectives:

a. Design dialogue for two characters.
b. Adapt a classic fairy tale into a script.
Suggested Teaching Strategies:
Working in groups, students will take a classic fairy tale and will write a script using all elements of script development.
Suggested Assessment Methods:
Teacher-designed rubric.
2. Using the five elements of drama, create a detailed scene for a script.

Suggested Objectives:

a. Write a scene based on a historical event.
b. Create a scene based on a cultural event.

COMPETENCIES:

1. Using an established criteria, critique dramatic performances.

Suggested Objectives:

a. Design a personal critique form based on established criteria.
b. Evaluate performances based on set, costume, and makeup designs.
c. Explore personal reactions to various kinds of theatrical performances.
Suggested Teaching Strategies:
After attending a play or musical, students will give a personal critique of the performance.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Expand knowledge of theatre history, recognizing styles of theatre productions.

Suggested Objectives:

a. Explore theatre history through dramatic literature.
b. Identify major developments in the history of musical theatre.
Suggested Teaching Strategies:
Students will research a musical and present a report.

Students will read a play and make a class presentation.

Suggested Assessment Methods:
Teacher-designed rubric.
2. Relate historical perspectives to each performance activity.

Suggested Objectives:

a. Identify the time period.
b. Research various aspects of the identified time period (social, political, artistic, religious).
Suggested Teaching Strategies:
Students will research the time period for a presentation based on a unifying theme.
Suggested Assessment Methods:
Teacher-designed rubric.

GRADES 11-12

Prerequisites: Introduction to Theatre Arts & Theatre II or by permission of instructor
 

Theatre III is designed to enable students who are interested in the theatre arts to continue exploring and perfecting their abilities. This course is designed for students who have successfully completed Introduction to Theatre Arts and Theatre II.

STRANDS: Directing, Technology, Theatre Management, Acting, Script Development, Criticism/Aesthetic Response, Theatre History

Strand: DIRECTING.

COMPETENCIES:

1. Plan and implement auditions, rehearsals, and production meetings to achieve desired production goals.

Suggested Objectives:

a. Conduct auditions for parts in scenes or a play.
b. Develop and implement rehearsal schedule.
c. Rehearse scenes or plays with cast and crew.
d. Block scenes.
e. Direct others in scenes of plays using stage areas and actor's body position.
Suggested Teaching Strategies:
With a thirty minute time period, students will block and rehearse a scene with dialogue.
Suggested Assessment Methods:
Teacher-designed rubric.

Strand: TECHNOLOGY.

COMPETENCIES:

1. Develop, with the director, unifying concepts using the technical aspects of theatre, film, television, or electronic media production.

Suggested Objectives:

a. Design a scaled ground plan of a set.
b. Construct a scale model of a set.
c. Conduct the striking of a theatre production.
d. Create a scaled lighting plot.
e. Hang, focus, and execute a designed lighting plan.
f. Design colored rendering of costumes and makeup for a play or scene.
g. Construct or assemble costumes and makeup for a play or scene.
2. Apply technical support to performances.

Suggested Objectives:

a. Establish set needs.
b. Recognize and identify costuming needs.
Suggested Teaching Strategies:
Working in cooperative groups, students will produce a play for a parental audience.

Working in cooperative groups, students will research aspects of technical theatre.

Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Develop and employ a production schedule, stage management plans, promotional ideas, including business and front-of-house procedures for informal and formal productions.

Suggested Objectives:

a. Organize a theatre company.
b. Establish criteria for selecting cast, production staff, technical crew, and script.
c. Develop rehearsal and technical schedules.
Suggested Teaching Strategies:
Working in cooperative teams, students will pick a name for their theatre company.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Develop and sustain clear-cut, consistent characters from representational and presentational plays.

Suggested Objectives:

a. Create a presentation based on a unifying theme.
b. Critique and perform pantomimes.
c. Devise, perform, and critique improvisation.
d. Rehearse and perform duo-acting scenes.
e. Rehearse, perform, and critique scenes from plays.
Suggested Teaching Strategies:
Students will perform for the class prepared scenes or plays.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Develop and refine original scripts generated from personal experience, heritage, imagination, literature, and history.

Suggested Objectives:

a. Discuss legal aspects of copy limitation.
b. Define and discuss plagiarism.
c. Adapt a traditional story to be performed using all elements of play writing.
d. Discuss playwright's role/responsibilities to the actors, technique, staff, and the story.
Suggested Teaching Strategies:
Using all elements of script development, students will adapt a fairy tale.

Students will perform an adapted fairy tale.

Suggested Assessment Methods:
Teacher-designed rubric.
2. Apply scholarly studies to individual performances.

Suggested Objectives:

a. Locate dramatic structure inherent to each performance.
b. Classify the type of each performance (high comedy, farce, drama, etc.).
c. Create an introduction for each performance.
Suggested Teaching Strategies:
Students will compile, create, and perform a presentation based on a unifying theme.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Examine the whole and the parts of a dramatic performance and suggest personal and traditional artistic choices for informal or formal production.

Suggested Objectives:

a. Research historical references to develop criteria for evaluating a play.
b. Develop personal criteria for judging a production.
Suggested Teaching Strategies:
After a classroom performance, students will present a critique of likes, dislikes, and suggested improvements with three specific examples as support.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Compare and contrast the interpretive and expressive conventions of a specific culture or historical period.

Suggested Objectives:

a. Analyze and evaluate period styles.
b. Apply knowledge of period and production styles.
c. Examine musical theatre history.
Suggested Teaching Strategies:
Students will read and discuss various historical period plays.

Students will perform scenes from plays from various historical periods.

Suggested Assessment Methods:
Teacher-designed rubric.

GRADES 10-12

This course is designed to provide students with an in-depth learning experience which places emphasis on the production aspects of Theatre Arts (i.e., technological design and application, and applied skills of managing, directing, and acting). This course is designed for students who have successfully completed Introduction to Theatre Arts and Theatre II.

STRANDS: Technology, Theatre Management, Directing, Acting

Strand: TECHNOLOGY.

COMPETENCIES:

1. Create scenery, props, lighting, and sound for a theatrical performance.

Suggested Objectives:

a. Understand and apply the basics of the stage and stage settings.
b. Demonstrate set construction skills.
2. Create costumes and makeup for a theatrical performance.

Suggested Objectives:

a. Understand and apply basics of costuming a production.
b. Develop and enhance knowledge of makeup skills.
Suggested Teaching Strategies:
Students will design and construct a set, costumes, and makeup for a given play.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Perform roles of theatre management.

Suggested Objectives:

a. Understand roles of production staff.
b. Explain responsibilities of each staff member.
c. Simulate the steps of the pre-rehearsal process.
d. Revise the various types of rehearsals.
e. Discuss performance procedures.
2. Participate as an actor or technician in planning, rehearsing, and performing in a production for special audiences.

Suggested Objectives:

a. Conduct all pre-rehearsal activities.
b. Rehearse and perform a play for an elementary school audience.
c. Rehearse and perform a play for a middle school audience.
3. Conduct intensive individual work in a major area of interest in the theatrical production (e.g., design, technical, directing, acting, play writing, management, and video production).

Suggested Objectives:

a. Present a written proposal of a topic to investigate.
b. Establish procedures and deadlines.
c. Determine budget, materials, and equipment lists.
d. Make a public presentation of the project.
Suggested Teaching Strategies:
Using a one-act play, students will perform the roles of the production staff.

Students read and evaluate scripts for elementary and middle school audiences.

Working in cooperative teams, students devise schedules, spectacle designs, and budgetary needs for a production.

Students contract with school administration to produce a play for their particular student body.

Working in cooperative groups, students produce a play for elementary school audiences.

Working in cooperative groups, students produce a play for middle school audiences.

Working independently, students research aspects of theatrical production.

Working independently, students develop an individual work in a major area of theatrical production for public presentation.

Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Analyze the contributions of writers, actors, directors, technicians, and management personnel to a dramatic production.

Suggested Objectives:

a. Select production personnel.
b. Establish production deadlines.
c. Meet deadlines.
d. Determine budget needs.
e. Produce material and equipment lists.
f. Perform a play on a determined date.
2. Analyze the contributions of the audience to a dramatic production.

Suggested Objectives:

a. Establish audience participation parameters.
b. Encourage audience response and participation.
Suggested Teaching Strategies:
The teacher will supervise student-directed research and reporting activities.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Create roles and develop honest relationships between characters through improvisation, research, and advanced scene study.

Suggested Objectives:

a. Describe the four steps of preparation of a production.
b. Explain the three approaches to learning lines.
c. Distinguish between stage business and clichés.
Suggested Teaching Strategies:
Students will create a character using observation and imagination skills.

Research factors which influence playwrights and other actors who portrayed the given character.

Suggested Assessment Methods:
Teacher-designed rubric.

GRADES 10-12

Dramatic Criticism and Performance is designed to enable students who are interested in the theatre arts to pursue an in-depth exploration of the interrelationships of aesthetics, criticism, and performance. This course is designed for students who have successfully completed Introduction to Theatre Arts and Theatre II.

STRANDS: Acting, Script Development, Criticism/Aesthetic Response, Theatre History

Strand: ACTING.

COMPETENCIES:

1. Analyze the problems and techniques of acting in period and stylized dramatic pieces.

Suggested Objectives:

a. Distinguish between emotional and technical acting.
b. Recognize personality versus character acting.
c. Perform a scene from a period or stylized piece.
2. Analyze character development processes based on the theories of Stanislavsky.

Suggested Objectives:

a. Identify the following terms: "The Method," external, internal, Constantin Stanislavsky.
b. Analyze character in internal and external terms.
Suggested Teaching Strategies:
Students will perform a comedy scene.

Students will perform a tragedy scene.

Students will develop an outline to use for a character analysis.

Students will perform a formal two-character scene.

Students will perform a formal two-character scene.

Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Develop dramatic writing skills for various media including stage, television/radio, and short scripts for performance or publication.

Suggested Objectives:

a. Use dramatic structure to plan a play.
b. Develop dialogue for a plot (advancement and characterization).
c. Develop appropriate action and situation.
d. Analyze the writing formats of radio, television, and film scripts.
Suggested Teaching Strategies:
Students will write and present a short play.

Students will produce scripts for radio and television.

Students will re-write and perform fairy tales in various styles.

Students will write a comedy scene.

Students will write a tragedy scene.

Suggested Assessment Methods:

Teacher-designed rubric.

COMPETENCIES:

1. Analyze plays for academic and production purposes through the study of representational and presentational plays.

Suggested Objectives:
a. Analyze a play in terms of exposition, plot, character, and theme.
b. Identify terms used in play analysis.
Suggested Teaching Strategies:
Students will view and analyze a comedy play (e.g., The Inspector General).

Students will view and analyze a tragedy play (e.g., Death of a Salesman).

Students will discuss the causes of laughter.

Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Evaluate selected plays from Greek to the present through such elements as action, style, character, structure, and language.

Suggested Objectives:

a. Explain the influence of Aristotle and the 16th Century Neo-classicists on dramatic structure.
b. Explore and explain the various types of comedies.
c. Distinguish between classic and modern tragedy.
d. Discuss various styles of theatre.
e. Perform or read excerpts from plays.
Suggested Teaching Strategies:
Students will survey, discuss, and evaluate plays from Greek to present.

Students will research various aspects of period of stylized plays.

Suggested Assessment Methods:
Teacher-designed rubric.

GRADES 10-12

Oral Interpretation and Readers' Theatre is designed to provide the student with a concentrated study of the voice as an acting tool. This course gives students the opportunity to develop their vocal skills through individual and group interpretation. The study of related academic and technical skills will also be applied. This course is designed for students who have successfully completed Introduction to Theatre Arts and Theatre II.

STRANDS: Technology, Acting, Script Development, Theatre History

Strand: TECHNOLOGY.

COMPETENCIES:

1. Apply technical support to individual/group performances.

Suggested Objectives:

a. Recognize and identify appropriate costume/prop pieces for individual characters.

b. Create interesting set arrangements for Readers' Theatre performances.

c. Design appropriate lighting for performance.

Suggested Teaching Strategies:

Using a play or cuttings from plays, the teacher will lead students in developing authentic costume, prop, and set.

Suggested Assessment Methods:

Teacher-designed rubric.

COMPETENCIES:

1. Prepare an individual or group oral interpretation and Readers' Theatre performance.

Suggested Objectives:

a. Establish and improve control of vocal characteristics.
b. Develop correct pronunciation and diction habits.
c. Portray characters by applying principles of voice and diction through oral interpretation.
d. Use appropriate vocal characteristics.
e. Refer to the manuscript at least half of the time (when applicable).
f. Project the thoughts and feelings of the character.
g. With partners, write an appropriate introduction which will capture an audience's attention.
h. With partners, prepare the manuscript, using director's notes.
i. Take direction concerning blocking and general performance.
Suggested Teaching Strategies:
Working individually or in groups, the teacher will guide students in their preparation of either an oral interpretation piece or a Readers' Theatre presentation.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Apply scholarly studies to the individual performances.

Suggested Objectives:

a. Locate dramatic structure inherent in each performance selection.
b. Identify type of each performance selection (high comedy, farce, drama, etc.).
c. Write an introduction for each performance selection.
Suggested Teaching Strategies:
Students will analyze performance selections.
Suggested Assessment Methods:
Teacher-designed rubric.

COMPETENCIES:

1. Relate historical perspectives to each oral interpretation or Readers' Theatre activity.

Suggested Objectives:

a. Identify the playwright or author of chosen material and biographical information.
b. Recognize historical events which were occurring or were referenced in the chosen material.
Suggested Teaching Strategies:
Students will research playwrights, authors, and historical periods which relate to their selections.
Suggested Assessment Methods:
Teacher-designed rubric.

An act - a section of a play, like the chapter of a book.

Acting - creating characters, see characterization.

Aesthetics - branch of philosophy dealing with beauty, especially as it is known through the fine arts and literature.

Aesthetics - a personal reaction of drama based on a scale of beautiful to ugly.

Articulate - to express one's self clearly and distinctly.

Audition - tryout for a role in a play.

Auditory/Aural - of or relating to the ear; hearing.

Blocking - creative process of deciding on all stage movement.

Body language - communicating without the use of words.

Casting - choosing of actors for roles in a play.

Character - a person, animal, or being in a story, scene, or play.

Characterization - the creation of believable persona on stage.

Creativity - a way of thinking, acting, or making something that is original for the individual and valued by that person or others; using the imagination.

Critique - an evaluation of a theatrical piece based on standards for good drama.

Conventions - special or traditional ways of doing things in theatre.

Costume - actor's clothing worn on stage.

Costume morgue - an illustrated collection of clothing and accessories.

Cue sheet/flow chart - a chronological tabulation of entrances of actors, changes in lights, sound effects, props, etc., during the production of a play.

Dialogue - lines of a play spoken by characters.

Director - person in charge of shaping all aspects of a production into a finished product.

Drama/play - literary composition performed on stage.

Drama/theatre - the study of the art form through performance-based activities that includes the study of theatre history, literature, acting techniques, stage craft, play writing, play production, theatre attendance, aesthetics, and criticism.

Duet - a scene involving two people.

Electronic media - any medium that uses electrical current such as video, radio dramas, television production, animation, computer, etc.

Elements of drama - plot, character, theme, dialogue, music, and spectacle.

Energy - the enthusiasm that gives life to a performance.

Ensemble - the harmonious workings of many artists to complete a theatrical performance.

Environment - the visual, auditory/kinesthetic elements of a production.

External characteristics - the physical traits and appearance of a character; those things that an audience sees.

Formal drama - those activities designed to be presented to an audience.

Full-length play - a literary composition in 2, 3, 4, or 5 acts.

House management - the individuals who oversee ticket sales, ushers, and audience comfort.

Improvisation/improv - impromptu portrayal of character or a scene without rehearsal or preparation.

Informal drama - activities not designed for presentation to a paying audience.

Internal characteristics - establishing how a character thinks and feels; the personality of a character.

Interpretation - the art of determining the meaning.

Kinesthetic - use of body language to communicate.

Lighting - illumination of the stage with special lighting equipment.

Live theatre - any performance before an audience in a theatre setting rather than a video of the production.

Makeup - material applied to an actor's face or body to enhance or change the appearance of the face or body.

Makeup morgue - an illustrated collection of facial expressions and body design.

Monologue - speech given by a single character.

Motivation - the reason behind a character's behavior, the "why"?

Musical - a script in which the characters' thoughts and emotions are sung or scored by music.

One-act play - literary composition in one act.

Pantomime - acting without words, using only body language to convey a message or story.

Performance space - anywhere that actors produce a performance.

Portfolio - a collection of audition pieces, scenes, resumé, and photos of an actor.

Presentational - style of performance delivered directly to the audience.

Props (properties) - stage properties, i.e., set furnishings, and any items used by the actors.

Rehearsal - period of time used to prepare a play presentation.

Representational - performing a play where actors give the illusion that the audience is watching a representation of life.

Role - a character in a play or scene.

Rubric - assessment instrument used for evaluation.

Script - written text of a play.

Script development - creating a text that includes the elements of drama.

Scene - small segment of a play within an act of a play.

Scenery/set - physical environment for a play that is built on the stage.

Spectacle - all that is seen or heard on stage such as lights, sound, set, props, costume, and makeup.

Stage directions - instructions given in the script relating to movement and stage business.

Style - the way a play is written, acted, or produced.

Subtext - the underlying meaning behind the word or phrase used as a reason/motivation for movement and interpretation.

Technical theatre - aspects of theatre connected with lighting, sound, scenery, costumes, etc.

Theatre heritage - theatre history.

Theatre management - the administrative aspects of theatre (i.e., hall rental, publicity, audience developments, ticket sales, etc.).

Theatre production - staging of a play for an audience.

Verbal - that which is spoken.

Vocal characteristics - the traits of one's voice.

SUGGESTED RESOURCE LIST
 

TEXT

National Standards for Arts Education

MENC
1806 Robert Fulton Drive
Reston, VA 22091

Rehearsal (state approved)

The Stage and The School (state approved)

Theatre (state approved)

Theater and the Adolescent Actor - Building a Successful School Program; Camille Poisson, Author; Archon Books, 1994

PLAY PUBLISHERS

Baker's Plays with Theatre Resource Directory
100 Chauncy Street
Boston, MA 02111-1783

Dramatist Play Service
212-683-8960

Dramatic Publishing
P. O. Box 109
Woodstock, IL 60098
815-338-7170

Rogers and Hammerstein Theatre Library
229 West 28th Street, 11th Floor
New York, NY
212-564-4000

The Learning Company
6493 Kaiser Drive
Fremont, CA 94555
800-852-2255

GENERAL
 

Bob Kelly Cosmetics
151 West 46th Street
New York, NY 10036

Combat Video
322 Northwest 175th
Seattle, WA 98177

DVC, Inc.
P. O. Box 40227
Indianapolis, IN 46240

Films for the Humanities
P. O. Box 2053
Princeton, NJ 98543

Insight Media
121 West 85th Street
New York, NY 10024

Metropolitan Opera Guild
"Creating Original Opera"
212-769-7023
David Dik, Program Director

Osesen Company
1535 Ivar Avenue
Hollywood, CA 92024
 

Dialects:

Blunt's Stage Dialects

Machlin's Dialects for the Stage

Stern's Dialect Records

Dialect Accent Specialists
P. O. Box 44
Lyndonville, VT 05851
 

Center for Cassette Studies
919 Third Avenue
New York, NY 10022

Listening Library
P. O. Box L
Greenwich, CT 06870

Rental:

Contemporary Films
New York, NY 10023 (professional films for rent)

Arthur Cantor, Inc.
2112 Broadway, Suite 400
New York, NY 10023

Audio Brandon Films
737 Greenway Road
Wilmette, IL 60096 (excellent Shakespeare collection)

TEACHING VIDEOS - Catalogs & listings

R.R. Bowker's Educational Film Locator (a university film center consortium. Excellent)

National Video Clearing House's The Video Source Book (Excellent. 1000+ titles available)

Addresses can be found through school, public college, or university libraries.
 

Author! Author! - Grades K+ - (Apple II, 48 KB and IBM PC and compatibles 128 KB). Mindplay, Inc.

Blazing Paddles - Grades K+ - (Apple II, 48 KB and Commodore 64, 64 KB). Baudville, Inc.

Children's Writing and Publishing Center - Grade 4+ - (Apple II, 128 KB and IBM PC and compatibles, 384 KB). The Learning Company.

Color Me: The Computer Coloring Kit - Grades PreK-5 - (Apple II, 128 KB and IBM PC and compatibles 256 KB). Mindscape Educational Software.

The Dinosaur Discovery Kit - (Apple Macintosh, 512 KB and IBM PC and compatibles, 512 KB). First Byte/Davidson.

Fantavision - Grade 4+ - (Commodore Amiga, 256 KB and IBM PC and compatibles, 256 KB). Wild Duck.

I Can Write! (series) - Grade 2 - (Apple II, 128 KB). Sunburst Communications.

Kidwriter Golden Edition - Grades 2-5 - (Apple IIGS, 787 KB and IBM PC, IBM PS/2 and compatibles, 512 KB). Spinnaker Educational Software, Division of Queue, Inc.

The New Print Shop - Grades 1+ - (Apple II, 128 KB and IBM PC and compatibles, 512 KB; color printing requires 640 KB). Broderbund Software.

Paint with Words - Grades K-1 - (Apple II, 64 KB, needs voice system). MEEC.

Tip 'N Flip - Grades 4+ - (Apple II, 128 KB and IBM PC and compatibles, 128 KB). Sunburst Communications.

SOFTWARE COMPANIES AND ADDRESSES

 
Baudville
5380 52nd Street, S.E.
Grand Rapids, MI 49512
800-728-0888

Broderbund Software, Inc.
17 Paul Drive
San Rafael, CA 94913-2947
800-521-6263

Davidson & Associates, Inc.
3135 Kashiwa Street
Torrance, CA 90505
800-556-6141

MECC Brookdale Corporate Center
6160 Summit Drive
Minneapolis, MN 55430-4003
800-685-6322

Mindplay
Dept. C4, Unit 350
P. O. Box 36494
Tucson, AZ 85740
800-221-7911

Mindscape Educational Software
Department D
1345 West Diversey Parkway
Chicago, IL 60614
800-829-1900

Spinnaker Educational Software
A Division of Queue, Inc.
338 Commerce Drive
Fairfield, CT 06430
800-232-2224

Sunburst Communications
101 Caselton Street
Pleasantville, NY 10570-3498
800-628-8897

Wild Duck
979 Golf Course Drive
Suite 256
Rohnert, CA 94928
707-586-0728

The following three (3) centers are very helpful with information and materials to assist the learning of the disabled:

 
Center for Special Education Technology
1920 Association Drive
Reston, VA 22091
800-873-8255

National Lekotek Center
2100 Ridge Avenue
Evanston, IL 60204

IBM National Support Center for Persons with Disabilities
P. O. Box 2150
Atlanta, GA 30055
800-426-2133

Return to the Mississippi Department of Education
Return to the FineArts Curriculum Framework