Theater Arts 3/4 Honors
Theater Arts 3/4 Honors
"Plays are not pamphlets. They are not sermons. They must be as complex as life is, and only by being so can they remain true to life ."
Gerald Chapman
Honors 1 credit
Theater Arts 3 and 4 focus on class, group and individual theater projects. The content will vary year to year, allowing students to repeat the course as Theater Arts 4. Project topics include comedy, stage combat, improvisation, and directing.
Prerequisites:
Theater Arts 3: Theater Arts 1 and 2 recommended; instructor’s permission required. (Full year course. Open to grade 11 and 12 only.)
Theater Arts 4: Theater Arts 3 required; instructor’s permission required. (Full year course. Open to grade 12 only.)
COURSE OUTLINE
Capstone Projects
Year 1: Comedy, Headspace Theater, Short Horror Film, Directing and Working with a Director--One Act Plays, Option Project
Year 2: Stage Combat, Long Form Improvisation, Verbatim Theater, Directing and Working with a Director--One Act Plays, Option Project
Required Readings: Selections from What's the Story by Anne Bogart, And Then You Act by Anne Bogart, A Director Prepares by Anne Bogart and other readings.
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
Phones/Headphones/Smartwatches: These items should be away and out-of-sight unless being using for a project. Failure to do so will reflected in the student's grade as well as any penalties levied according to the Student Handbook.
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, in accordance with Student Handbook policy.
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.
Content: Visit the link above to learn about the policy concerning content in the Drama Program.
ASSESSMENT
Participation in classroom activities, respectful interactions and varied reflective activities will form the basis of individual and group assessment. These will be measured using teacher observation, documentation of student work and performance-based assessment. All these methods involve the direct evaluation of student effort on real learning tasks, provide useful material for teachers, parents and students.
These assessments will focus on the transformative nature of the work that allows students to personalize and contextualize the content. This will allow them to engage in higher order thinking, understand the practical application of the curriculum and increase retention of key ideas and concepts.
The knowledge each individual brings to the classroom around subject areas is different regardless of the academic focus of the curriculum. Scaffolding will underlie instruction providing students with the support they need to move forward and allowing them to be authentically assessed. Common goals will be established, followed by ongoing diagnosis and adaptive support based on dialogues and interactions with the end goal of the student taking control and responsibility for their learning. Rubrics will be provided to make expectations clear to the students and will provide a basis for individual and group progress.
Teacher Observation: Oral critique based on observation has traditionally been part of artistic decision-making and has the practical advantage of providing instantaneous feedback to actors.
Performance-Based Assessments: Performance assessments require students to show what they can do in ways distinct to the aspect of theater they are studying. Tasks will focus on how actors solve a particular open-ended artistic problem. Designed around the Learning Standards, their purpose will be to measure actor achievement using a rubric, which defines levels of performance but also includes a written critique based on teacher observation. Performance tasks will be designed for each class, be assessed varyingly on Collective and Individual Responsibility and will be differentiated for all learners.
Documentation of Student Work: Teacher observations, student work and assessments will be selectively collected throughout the year. This will be used by actors and teachers to reveal progress in achieving the Learning Standards over time.
Attendance and Tardiness: Learning is collaborative. When a student is absent or late, not only is individual student progress hindered, but the group progress is as well. The instructor will factor absences and tardiness into Participation, Workshop and Capstone Project assessments.
Reflective Activities: The reflective activities are designed understanding that many students lack the lexis for effective verbal and written reflection, even though they are fully able to have cognitive understanding of complex ideas. Reflections will be designed to allow students to communicate beyond the specific, but contribute what they think and bring to an idea. Reflective Activities are factored into the Participation grade and can be either a Collective or Individual Responsibility. Reflective Activities are assessed as Participation.
Some examples of these activities:
Goal Setting
Journals
Art
Class Discussions
Teacher-Student Meetings
Dramatic Structures
Collaboration and Participation: Students will work collaboratively and independently each day. Student participation will be assessed multiple times during Capstone Projects.
The Challenges of Making Theater: Students will read various essays throughout the year and reflect on the challenges of making theater in summative reflections. Due on dates in Google Classroom, regardless of whether class meets or not.
Assessment Categories and Weights
Grading
All assignments are graded using a point system that corresponds to a percentile range recorded in IPASS.
5 (100%) Exceptional work and/or progress, exceeded expectations
4 (95%) Excellent work and/or progress, meeting expectations
3 (85%) Proficient work and/or progress, some expectations not met
2 (75%) Fair work and/or progress, many expectations not met
1 (65%-0%) Poor work/no progress, not meeting expectations
Workshop Assessments: Count toward a percentage of the term, based on number of Capstone Projects.
Peer Observations
Student Feedback
Workshops and Workshop Assessments
Progress Assessments
Workshop and Audience Participation