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Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
Process/Creative Drama Part 1 and 2 Unit 1 | Part 1: 5 periods Part 2: 5 periods | Through process and creative drama, students will experiment with developing characters, relationships and setting. They will use these skills to create various scenarios and short original performances and scripts. | In this unit 6th graders learned: -Organization structures for group creative process -Organization structures and tactics for creating original work -”In-role” creation of characters and setting -Independent work skills -Cooperative work skills |
Dramatic Structure Unit 2 | 6 periods | Through improvisation and story analysis, students will learn the elements of plot structure according to Freytag’s Pyramid. | -Organization structures and tactics for creating original work -Improvisation-based performance skills -All 8 elements of dramatic structure -Analytical skills working with scripts and scenes |
Trial of the Grinch/ Goldilocks/Clue! Unit 3 | 4 Periods | Students will incorporate persuasive arguments, evidence support and public speaking skills to create a mock trial of a classic story. Students will be “in-role” as prosecutor, defense, jury, witnesses, etc… | -How to gather and use evidence to build a strong argument -The public speaking “PIE” (Projection, Intonation, Enunciation) -Debate skills including basic arguments, counter arguments and rebuttals |
English as Drama Unit 4 | 2 periods | Through basic improvisational activities, students will use ELA conventions (Idioms, Personification) to create short scenes by incorporating the “Yes Rule” (suspension of disbelief). | -The Yes Rule (basic improvisation tactic involving cooperation of actors within a scene and the suspension of disbelief) -Performance-based skills -Reinforcement of ELA conventions and tactics -Independent work skills -Cooperative work skills |
Playmaking Unit 5 | 6 periods | By analyzing poetry, students will take the “big ideas” and interpret them into other art forms including graphic scripts, dialogue and other technical elements (basic props and costumes) to create original scenes. | -Reinforcement of ELA conventions -Performance-based skills -Analysis of emotion, empathy and motivation within a script -Independent work skills -Cooperative work skills |
Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
Conflict & Communication Unit 1 | 8 periods | Students will discover and define the three categories of conflict, noting why they are important in theatre and how they impact the real world. Using non-verbal communication skills, journaling and media they will learn to effectively use their voice and communicate with an audience. | -Independent work skills -Cooperative work skills -Conflict types, definitions and impact on the individual & society -Basic filmmaking tactics -Performance-based skills -Creative research to inform concepts and scripts |
Parts of the Stage Unit 2 | 6 periods | Students will read a short play and/or create and stage a basic original monologue while also identifying drama vocabulary terms and parts of the stage/technical cues. | -Independent work skills -Cooperative work skills -Script analysis (character, plot, setting, technical elements) -Playwriting conventions and vocabulary -Types of stage space and technical elements |
Toy Theatre Unit 3 | 8 periods | Using knowledge of stage space and types, students will construct a set model of a staged fairy tale, including set pieces, lighting plans and costume/prop design | -Independent work skills -Cooperative work skills -Reinforcement of STEM skills -Basic stage conventions and technical design needs (type of stage, rigging, backdrops, etc…) |
Improvisation Unit 4 | 2 periods | Students will take a deep dive into improvisational theatre, using various prompts and tactics including the “Yes Rule” (basic cooperation between actors & suspension of disbelief) |
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Anti Bullying Public Service Announcement Unit 5 | 6 periods | Through a variety of creative drama activities students will come up with an anti bullying slogan and use that slogan to create an anti bullying PSA. |
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Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
|---|---|---|---|
Silent Film | 8 periods | Students will identify and practice the main elements of silent film and use these skills to write, rehearse and record their own silent movie. |
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Stage Makeup | 2 periods | Students will use stage makeup to create realistic special effects on themselves and classmates. |
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Radio | 6 – 8 periods | Students will use household items to create sound effects and practice character voice techniques to be used in the performance of a radio show. |
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Technical Theatre | 6 periods | Students will work as a creative production team to create a concept for the technical design of a play, including set design, costume design and lighting design. |
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Commercials | 4 periods | Students will use the three types of persuasive arguments to create and act in their own commercials. |
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Self Scripting | 4 periods | Students will reflect on their time in middle school and use this reflection to write and present a dramatic monologue to the class. |
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