Theatre One Syllabus
Theatre 1
Unit 1: Get on Stage! Power up your performance
Students will explore the fundamentals of performance skills to strengthen their ability to get on stage and shine bright! Lessons include relaxation, concentration, listening, using the imagination, and characterization.
Priority TEKS
1 (A) develop characterization based on sensory and emotional recall
1 (C) respond to sounds, music, images, and the written word, incorporating movement;
2 (A) demonstrate safe use of the voice and body;
5 (A) identify and apply audience etiquette at all performances
*employ memorization techniques
*explore creative expression
Supportive TEKS
2 (B) imagine and clearly describe characters, their relationships, and their surroundings;
2 (D) dramatize literary selections and imitate life experiences through dramatic play;
2 (E) express emotions and ideas using interpretive movements and dialogue;
2 (F) create environments, characters, and actions.
3 (B) create suitable environments for dramatizations;
3 (C) collaborate to plan brief dramatizations
Capstone Unit 2: RRISD ARC: 1st Six Weeks The Purpose of Theatre Personal Narrative and Identity
Priority TEKS
1(A) develop characterization based on sensory and emotional recall
2(B) imagine and clearly describe characters, their relationships, and their surroundings
2(C) select movements and dialogue to appropriately portray an imaginative character drawn from personal experience, cultural heritage
Supporting TEKS
1(E) identify theatrical vocabulary and terminology
1(F) identify the structure and form in examples of dramatic literature
4(A) demonstrate the role of theatre as a reflection of history, society, and culture through participation in dramatic activities
Unit 3: Staging Secrets - Stage Geography and Movement
Priority TEKS
1 (C) respond to sounds, music, images, and the written word, incorporating movement;
2 (C) select movements and dialogue to appropriately portray an imaginative character drawn from personal experience, cultural heritage, literature, and history
3 (A) create character, environment, action, and theme collaboratively through the safe use of props, costumes, and visual elements
5 (A) identify and apply audience etiquette at all performances
*employ memorization techniques
*explore creative expression
Supportive TEKS
1 (B) expand body awareness and spatial perceptions using mime;
1 (E) identify theatrical vocabulary and terminology, including basic anatomy of theatre spaces;
2 (D) dramatize literary selections and imitate life experiences through dramatic play;
2 (E) express emotions and ideas using interpretive movements and dialogue; and
2 (F) create environments, characters, and actions.
3 (B) create suitable environments for dramatizations;
3 (C) collaborate to plan brief dramatizations;
Capstone Unit 4: RRISD ARC
2 six weeks: Qualities of Voice Focus Lens - Intonation, Volume and Pitch
3 six weeks: Qualities of Movement Focus Lens - Proximity, Pace, Tempo and Size
Students apply the arc objectives of fundamental skill, voice, and movement into open scenes creating a theme and character and demonstrating a creative dramatization easily understood by the audience based on environment and action.
Unit 5: Character Magic!
Script and Character Analysis. In this unit, students will participate in a ten minute production incorporating theatrical skills gained and demonstrating them in a play while also experiencing technical roles in another groups ten minute production.
Priority TEKS
1 (A) develop characterization based on sensory and emotional recall
2 (C) select movements and dialogue to appropriately portray an imaginative character drawn from personal experience, cultural heritage, literature, and history
3 (A) create character, environment, action, and theme collaboratively through the safe use of props, costumes, and visual elements
5 (A) identify and apply audience etiquette at all performances
Supporting TEKS
1 (F) identify the structure and form in examples of dramatic literature.
2 (B) imagine and clearly describe characters, their relationships, and their surroundings;
2 (D) dramatize literary selections and imitate life experiences through dramatic play;
2 (F) create environments, characters, and actions.
3 (B) create suitable environments for dramatizations;
3 (C) collaborate to plan brief dramatizations; and
Capstone Unit 6: Review first three ARC objectives: purpose, voice, movement.
Students apply the arc objectives of fundamental skill, voice, and movement into self written monologues and scenes creating a theme and character and demonstrating a creative dramatization easily understood by the audience based on voice and movement.
Unit 7: The Power of expression
Students will demonstrate performance skills of breathing, body posture, and voice while growing in theatrical conventions of mime, pantomime, combat, and improvisation.
Priority TEKS
1 (C) respond to sounds, music, images, and the written word, incorporating movement;
2 (A) demonstrate safe use of the voice and body;
5 (A) identify and apply audience etiquette at all performances
Supporting TEKS
1 (B) expand body awareness and spatial perceptions using mime;
1 (D) develop an understanding of the mechanisms of vocal production;
3 (C) collaborate to plan brief dramatizations
Unit 8 Pre Production Planning Unit: Principles of design
6th six weeks ARRC: Jobs and Genres ARRC MI2: Elements of Performance MI3: Theatre beyond Education
4th six weeks ARRC: Human relationships: Conflict and Collaboration and authenticity of dramatizations
Priority TEKS
3 (B) create theatrical elements such as scenery, properties, lighting, sound, costume, makeup, and publicity appropriate to specific performances
4 (A) demonstrate knowledge of theatre as a reflection of life in particular times, places, and cultures
5 (A) understand and demonstrate appropriate audience etiquette at various types of performances
5 (C) demonstrate knowledge of production elements in theatre, film, television, and other media
Supporting TEKS
3 (C) define the role of the director; and
3 (D) use technology in theatrical applications such as live theatre, video, and film.
5 (B) evaluate the effectiveness of selected film and television performances;
5 (D) explore career and vocational opportunities in theatre
Unit 9: Unit World Theatre
5th Six Weeks Creative Dramatizations Character, Environment, Actions, Theme
Primary TEKS
4 (A) demonstrate the role of theatre as a reflection of history, society, and culture through participation in dramatic activities
Supporting TEKS
3 (D) use technology in theatrical applications such as live theatre, video, and film
4 (A) demonstrate the role of theatre as a reflection of history, society, and culture through participation in dramatic activities
5 (C) identify production elements of theatre, film, television, and other media;
Unit 10 Capstone Unit: Play Productions
This unit combines careers, technical, production, and performance roles for students to demonstrate and portray theatrical skills learned.