Ms. Desiree Stant
dstant@daltonschool.kr
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Performing Arts
Welcome to Performing Arts!
Welcome to Performing Arts!
A quick overview:
A quick overview:
The Performing Arts class focuses on giving students the foundational skills for performing arts, predominantly music and theatre.
Students learn various acting techniques by studying world renowned theatre practitioners.
Students develop music skills by studying theory, design, composition, and application techniques.
Students study and apply an array of performing arts concepts, such as puppetry, devising and playwriting.
Course Description
Course Description
Embark on an enriching journey into the world of performing arts with this comprehensive introductory course. Tailored for individuals passionate about acting, music, physical movement, and puppetry, this course provides a well-rounded foundation in various performance disciplines. Participants will explore the basics of stage presence, character development, musical expression, movement, and puppetry techniques. Engage in a series of dynamic exercises and collaborative projects, fostering a supportive environment to cultivate a versatile skill set. Whether you're a newcomer or looking to broaden your performing arts horizon, this course offers a holistic introduction to the magic of the stage.
Units of Study & Assessment Information
Units of Study & Assessment Information
Quarter 1
Unit 1: Introduction to Acting and Vocal Performance
Unit 1: Introduction to Acting and Vocal Performance
Introduction to Acting and Vocal Performance
Essential Question:
What fundamental skills does a performer need to create believable, engaging, and expressive performances on stage?
Introduction to Acting and Vocal Performance
Essential Question:
What fundamental skills does a performer need to create believable, engaging, and expressive performances on stage?
This unit introduces students to the foundational techniques of acting and vocal performance through exploration of voice, body, imagination, and emotional truth. Students will participate in theatre games, improvisational activities, structured acting exercises, and vocal warm-ups to build trust, confidence, and spontaneity.
The curriculum emphasizes stage presence, focus, storytelling ability, and healthy vocal production while fostering a safe and creative environment for self-expression. Through monologue work, partner scenes, ensemble exercises, and solo/ensemble songs, students will learn to analyze text and lyrics, make strong acting and interpretive choices, and collaborate effectively with scene and song partners.
By the end of the unit, students will have a stronger understanding of the actor’s and singer’s toolkit, as well as a personal process for preparing and delivering compelling performances.
Acting Performance Assessment RubricStudents will be able to:
Students will be able to:
Learn and apply basic music theory to vocal performance
Study theatre practitioners and perform monologues/short scenes.
Explore musical storytelling and creative play.
Quarter 2
Unit 2: Ensemble Acting - A One Act Play Performance
Unit 2: Ensemble Acting - A One Act Play Performance
Ensemble Acting – A One-Act Play Performance
Ensemble Acting – A One-Act Play Performance
Essential Question:
How does working collaboratively in an ensemble enhance a performer’s ability to tell compelling stories on stage?
This unit emphasizes the collaborative nature of theatre through an in-depth exploration of ensemble acting. Students will engage in ensemble-building exercises, improvisation, scene analysis, and character work, all cenxtered on the study and rehearsal of one-act plays. The focus will be on developing trust, listening skills, and adaptability within a group, culminating in a public performance that showcases their growth as ensemble performers.
Students will be able to:
Students will be able to:
Build ensemble acting skills through collaborative exercises.
Analyze and rehearse one-act plays with focus on group storytelling.
Perform for a live audience, reflecting growth as a cohesive ensemble.
Physical Theatre Performance Assessment RubricActing Performance Assessment RubricQuarter 3
Unit 3: Puppetry Construction and Design
Unit 3: Puppetry Construction and Design
Puppetry Construction and Design
Essential Question:
How do cultural traditions and design principles inform the creation of effective and meaningful puppetry?
This unit introduces students to the art and craft of large-scale puppetry, with a focus on the historical and cultural origins of the Chinese dragon and other traditional puppet forms. Through research, discussion, and creative design work, students will gain a foundational understanding of puppetry as a storytelling medium and artistic discipline.
Working collaboratively, students will plan and construct sections of a large-scale dragon puppet, exploring the mechanics, structure, and materials needed to support expressive movement and visual impact. Emphasis will be placed on the artistic and functional aspects of puppetry design, encouraging innovation while honoring cultural influences.
Students will learn how to:
Investigate the historical and cultural significance of traditional puppetry, particularly the Chinese dragon.
Understand the relationship between form and function in puppetry design.
Apply construction and design techniques in the collaborative creation of a large-scale puppet.
Use production checkpoints and peer feedback to refine work throughout the design process.
rubric-puppet.pdfQuarter 4
Unit 4: Puppetry Design and Performance
Unit 4: Puppetry Design and Performance
Puppetry Design and Performance
Essential Question:
How can puppetry be used to engage, entertain, and communicate meaning to an audience?
Building on their construction work, students will transition from puppet designers to performers in this performance-centered unit. Through hands-on rehearsal and performance techniques, students will explore how to bring large-scale puppets to life using ensemble-based movement, synchronization, and expressive manipulation.
Students will study group puppetry performance styles, engage in choreographed movement workshops, and rehearse for a final puppetry performance tailored to a specific audience. Focus will be placed on storytelling through non-verbal expression, rhythm, and coordination, requiring strong communication and collaboration.
Students will be able to:
Explore ensemble puppetry performance techniques and movement vocabulary.
Rehearse and refine puppetry performances for clarity, rhythm, and audience engagement.
Collaborate effectively to bring the puppet to life on stage.
Reflect on the creative and performative process, connecting back to design intentions.
rubric-puppet.pdfWeek by Week Schedule
Week by Week Schedule
Broad Learning Categories / Transfer Goals
Broad Learning Categories / Transfer Goals
Create - 25%
Anchor Standard: Generate and conceptualize artistic ideas and work.
Anchor Standard: Organize and develop artistic ideas and work.
Anchor Standard: Refine and complete artistic work.
Perform - 25%
Anchor Standard: Select, analyze, and interpret artistic work for presentation.
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Anchor Standard: Convey meaning through the presentation of artistic work.
Respond - 25%
Anchor Standard: Interpret intent and meaning in artistic work.
Anchor Standard: Apply criteria to evaluate artistic work.
Connect - 25%
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Classroom and Course Expectations
Classroom and Course Expectations
Expectations
Expectations
Students are expected to...
Respect each other's boundaries and space
Participate and share opinions and thoughts in groups and as a class
Encourage one another during group work, whole class discussions, and in rehearsals.
Communicate any issues or concerns with Ms. Stant through email and by making lab appointments.
Late Work
Late Work
All work is expected to be submitted/performed on the day it is due. In the event a student does not submit a summative assessment on the day it is due, that student will…
Be given an opportunity to submit their work up to two weeks after the original due date/time without penalty.
Forfeit their opportunity to be reassessed.
Special considerations may be made for students with extended absences because of sickness, family problems, or family tragedy.
Extra Credit
Extra Credit
Extra credit assignments will not be provided.
Reassessment
Reassessment
When reassessment is offered, students must meet the following requirements:
complete the original task or assessment (summative) by the specified due date
complete a mini-conference with the teacher
The highest summative assessment score is what is entered into Powerschool.
There is a threshold to the reassessments to which students are entitled:
Summative Reassessment Threshold: You are able to reassess ONCE given you satisfy the requirements above. If there is a plan to reassess the same learning outcome, then no additional reassessment is necessary.
** The following final measures of learning may not be reassessed: end-of-course or end-of-semester exams; culminating projects/performances/papers.
Students can expect the following from the teacher concerning the following:
GOOGLE CLASSROOM - All assignments will be posted in Google Classroom. If you are having trouble locating it, contact the teacher.
RUBRICS AND POLICIES - Once posted here they will not change. However, if a change is necessary the teacher will inform students well in advance and will clearly mark the changes.
Quick Link High School Policies
Quick Link High School Policies
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