Theater Arts 1

Acting is simply my way of investigating human nature and having fun at the same time.

Meryl Streep

CP2-1 Credit

Using a fast-paced workshop format, Theater Arts 1 focuses on developing creativity and improving communication skills. Students develop theatre abilities through games and devised theater. Learning is collaborative and process-oriented. No experience necessary.

Prerequisite: None, Open to Grades 9-12

COURSE OUTLINE

Devised Theater

• The Creative Experience and Orientation, Community Building

• Object Creation

• Conflict

• Where Workshops

• Acting with the Whole Body

• Non-Directional Blocking

• Scenography

• Voice

• Developing Material

• Rounding-Out Exercises

• Emotion

• Conflict Part 2

• Character

LEARNING STANDARDS

Learning standards are based on the 2019 Arts Curriculum Framework and can be found here: https://www.doe.mass.edu/frameworks/current.html

CLASSROOM PROCEDURES

Student Handbook: Students are required to be familiar with all rules and procedures in the handbook. 

Environment: In order to create a welcoming and safe environment for all, the following will not be tolerated.

• Abusive, offense, or discriminatory language

• Harassment

• Physical assault

• Threats

• Photos or videos taken without permission 

Cell Phone and Personal Electronics School Policy

Google Classroom and Email: Google Classroom will be used for the portal for classroom assignments and activities. Most written or recorded assignments must be turned in through Google Classroom. Students should check and respond to email from the instructor daily.

Substitute Work: If the instructor is out, directions for class will be posted on Google Classroom, if at all possible. Students are responsible for checking Classroom during class and completing any tasks assigned.

Attendance, Tardiness and Assignments

• Students are required to turn in assignments on time. Assignments turned in late lose 20 points. After two days (not just school days), students can not turn in assignments and will receive no credit. 

• Students who are absent from class must contact the teacher about make-up work or receive no credit for the day's assignments. See the Make-Up Policy for details.

• In addition to the penalties detailed in the Student Handbook, if a student cuts a class a zero will be given for the class cut and no opportunity to make up the work

• It will be considered a skip if a student comes to class more than halfway through first block without parental permission. 

• A student who is tardy will have points deducted from their classwork grades.

• Students are encouraged to have breakfast before the first bell at 8:20 am. Students will be marked tardy if they leave class to go to breakfast.

Content: Visit this link to learn about the policy concerning content in the Drama Program.

Theater Acceptable Use Policy: Visit this link about to learn about ensuring the your safety in the theater and how to preserve this resource.

ASSESSMENT

Individual and group assessments will be based on participation in classroom activities, respectful interactions, and varied reflective tasks. These assessments will be measured through teacher observations, documentation of student work, and performance-based evaluations. All methods involve directly evaluating student effort on real learning tasks, providing useful insights for teachers, parents, and students.

The assessments will focus on the transformative nature of the work, allowing students to personalize and contextualize content. This will enable them to engage in higher-order thinking, understand the practical applications of the curriculum, and enhance retention of key ideas and concepts.

Personalized Learning: Students bring different levels of knowledge to the classroom, regardless of the academic focus. Instruction will be scaffolded to provide the necessary support for each student’s progress, allowing for authentic assessment. Common goals will be established, followed by continuous diagnosis and adaptive support based on ongoing dialogues and interactions. Ultimately, the aim is for students to take control and responsibility for their own learning. Rubrics will be provided to clarify expectations and to guide both individual and group progress.

Assessment Methods: Teacher Observation: Oral critiques based on observation have traditionally been a key part of artistic decision-making, offering immediate feedback to students. This method provides valuable, real-time insights into student performance.

Performance-Based Assessments: These assessments require students to demonstrate their abilities in distinct ways related to the specific aspects of theater they are studying. Tasks will focus on how students solve open-ended artistic problems. Designed around the Learning Standards, these assessments will measure achievement using rubrics that define levels of performance. Written critiques based on teacher observation will also be included. Performance tasks will vary for each class and be assessed on both collective and individual responsibility, with differentiation for all learners.

Documentation of Student Work: Teacher observations, student work, and assessments will be selectively collected throughout the year. These records will help reveal progress in meeting the Learning Standards over time, offering valuable feedback to both students and teachers.

Attendance and Tardiness: Learning is a collaborative process. When a student is absent or tardy, it hinders not only their own progress but also the progress of the group. The instructor will take attendance and tardiness into account when assessing participation, workshop involvement, and capstone project performance.

Reflective Activities: Reflective activities are designed to help students express their cognitive understanding of complex ideas, even if they lack the vocabulary for detailed verbal or written reflection. These activities allow students to communicate their thoughts and perspectives, contributing meaningfully to the learning process. Reflective activities will be factored into the participation grade and can be assessed as either collective or individual responsibility.

Examples of Reflective Activities:

Goal Setting

Journals

Art

Class Discussions

Teacher-Student Meetings

Dramatic Structures

Collaboration and Participation: Students will engage in both collaborative and independent work on a daily basis. Their participation will be assessed multiple times during capstone projects and workshops, ensuring that both individual and group contributions are recognized.

Assessment Categories and Weights

Grading

100%: Exceptional work and/or progress, exceeded expectations 

95%: Excellent work and/or progress, meeting expectations 

85%: Proficient work and/or progress, some expectations not met

75%: Fair work and/or progress, many expectations not met

65%-0%: Poor work/no progress, not meeting expectations 

Workshop Assessments: Count toward a percentage of the term, based on number of Capstone Projects.

• Project Assessments

• Collaboration and Participation Assessments, including audience participation

• Participation Self Assessments

• Group Process Assessments

• Peer Observations

• Student Feedback

Capstone Projects: Each project counts as 10-40% of a Term, depending on length of project.