|Subject Area||Drama 1, 2, & 3|
|Grade Level||6th, 7th and 8th Grades|
|Week #||Week 1: August 14-18, 2017|
|Unit of Instruction||Welcome to Ivy Hawn Drama AND Ensemble Building|
Big Idea: Organizational Structure: Enduring Understanding 3: Every Art Form uses its own unique language, verbal and non-verbal, to document and communicate with the world. TH.68.O.3.3 Discuss the collaborative nature of theatre and work together to create a scene of play, respecting group members’ ideas and differences.
Big Idea: Critical Thinking and Reflection: Enduring Understanding 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. TH.68.C.1.5. Describe how a theatrical activity can entertain or instruct an audience.
Big Idea: Skills, Techniques, and Processes: Enduring Understanding 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to Art. TH.68.S.1.1 Describe the responsibilities of audience members, to the actors and each other, at live and recorded performances and demonstrate appropriate behavior.
|Learning Targets and Learning Criteria|
Drama 1 & 2 Students will be expected to know the true meaning of ensemble and show the way classes and teams work in a positive manner. Group work is paramount in Theatre. Students must be partners in creating a positive learning environment for every student.
Drama 2 & 3 Students will understand the purpose of Theatre (drama): to Entertain, Educate and Enlighten. Students will discuss the purpose of the drama classroom and Theatre as a whole to discover the three E’s of drama stated above.
Drama 1 & 2: Name Game; Partner Interview; Classroom survey (diagnostic information); Walk the Grid (general, imaginative, follow one, copy one, protector & feared one); Ensemble quotes and discussion; Mirrors (partner, delay and small group); Cultural Map; Selection of scene work.
Journal entries and Vocabulary for Drama 1 & 2
Drama 2 & 3: Name Game; Partner Interview; Classroom Goals; Discussion on the purpose of Drama; Walk the Grid (see above); Ensemble quotes and discussion; Mirrors (see above) Mind Map on personal creativity; Selection of scene work.
Intro to Drama: (Drama 1/2) Classroom Survey & diagnostic–done in class and collected
Journal entries and Vocabulary–In class
Advanced Drama: (Drama 2/3) Classroom Goals–done in class and collected
Intermediate and Advanced Drama: Reflection on Ensemble quotes Due next class meeting in class or homework if unfinished.
All Drama students will have scene and/or monologue work to memorize at home. (Throughout the year.)
Visual Examples of Cultural Maps:
Visual Example of a Mind Map about Creativity: