How the National Standards are Aligned and Implemented to the Curriculum in the

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• How the National Standards are Aligned and
  Implemented to the Curriculum in the
• Theatre Department at
• Classen School of Advanced Studies

Classen SAS Theatre Department

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• Please Note
• The following information reflects a small sample
  of the implementation of National Standards in
  the theatre curriculum at Classen School of
  Advanced Studies. The following criteria is
  derived from various lesson plans and strategies
  for grades
• 6-12.

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Content Standard 1 Script writing by the
creation heritage, imagination, literature and
history. of improvisations and scripted scenes
based on personal experiences and

• Implementation
• (Lesson Plan Strategies)
• A-Z Improv students create abbreviated
  scenes using an alphabet structure drawing from
  imagination and personal experiences.

• Assessment
• (Assess Knowledge)
• Criteria used to assess understanding is
  based on a fundamental rubric using 10 points of
  interest including but not limited to
  characterization, verbal, emotional, physical
  expressions, memorization and stage business
  (including movement and body interpretation.)
  Additional assessments include concentration and
  focus.

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Content Standard 2 Acting by developing basic
acting skills to portray characters who interact
in scripted scenes.

• Implementation
• (Lesson Plan Strategies)
• Opened Ended Scenes Students engage in
  character development through scenes with
  an open interpretation.

• Assessment
• (Assess Knowledge)
• Criteria used to assess understanding is
  based on a fundamental rubric using 10 points of
  interest including but not limited to
  characterization, verbal, emotional, physical
  expressions, memorization and stage business
  (including movement and body interpretation.)
  Additional assessments include concentration and
  focus.

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Content Standard 3 Design by the development
of environments (set and costume design.)

• Implementation
• (Lesson Plan Strategies)
• Set Designs for Bunraku Puppet Theatre
  Students create sets using transparent film.
  Working with dimensions of 8x11 inch scale,
  enlarged to 5x8 foot scale

• Assessment
• (Assess Knowledge)
• Criteria used to assess understanding is
  based on a fundamental rubric using 10 points of
  interest including but not limited to color,
  range of realism, scale ratio, authenticity and
  appropriateness.

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Content Standard 4 Directing by organizing
rehearsals for improvised and scripted scenes.

• Implementation
• (Lesson Plan Strategies)
• Playwriting Students write scripts based on
  historical points of interest including Kabuki,
  Noh and Doll Theatre. Once the scripts are
  approved for performance. Students are
• required to stage and implement all elements
  associated with production.

• Assessment
• (Assess Knowledge)
• Criteria used to assess understanding is
  based on a fundamental rubric using 10 points of
  interest including but not limited to
  characterization, verbal, emotional, physical
  expressions, memorization and stage business
  (including movement and body interpretation.)
  Additional assessments include concentration and
  focus.

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Content Standard 5 Researching by using
cultural and historical information to support
scripted scenes.

• Implementation
• (Lesson Plan Strategies)
• Greek Theatre Unit Students research the
  period of Greek Theatre and implement styles
  associated with movement, facial and verbal
  expression, use of set features such as periatois
  and skeen in a Greek theatre and traditional
  Greek masks.

• Assessment
• (Assess Knowledge)
• Criteria used to assess understanding is
  based on a fundamental rubric using 10 points of
  interest including but not limited to movement,
  authenticity, concentration, realism and stated
  purpose.

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Content Standard 6 Comparing and incorporating
art forms by analyzing methods of presentation
and audience response for theatre and dramatic
media.

• Implementation
• (Lesson Plan Strategies)
• Practicum Design for Understanding After
  reading assigned materials, students must
  demonstrate knowledge through poster, playbill
  and marketing elements. A presentation in front
  of a mock audience is required.

• Assessment
• (Assess Knowledge)
• Student understanding is assessed during the
  process of creation and implementation. A
  standard rubric including but not limited to
  includes ability to engage an audience,
  cohesiveness in design and legitimacy of
  completed project.

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Content Standard 7 Analyzing, evaluating, and
constructing meanings from scripted material from
theatre, film or other media productions.

• Implementation
• (Lesson Plan Strategies)
• Script Analysis Students read and watch
  film or stage versions of plays including but not
  limited to Raisin in the Sun, The Boys Next
  Door, The Piano Lesson, Brighton Beach
  Memoirs, The Importance of Being Earnest,
  Lost in Yonkers, and Cat on a Hot Tin Roof.

• Assessment
• (Assess Knowledge)
• Students demonstrate understanding through
• assessments associated with tests measuring
  ability to compare, recall and contrast written
  word with media variety.

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Content Standard 8 Understanding context by
analyzing the role of theatre, film, television
and electronic media in the community and in
other cultures.

• Implementation
• (Lesson Plan Strategies)
• Radio Plays Students will write and present
  a radio play using historical elements associated
  with production. Students will be required to
  assess their personal understanding by analyzing
  radio and film.

• Assessment
• (Assess Knowledge)
• Criteria used to assess understanding is
  based on a fundamental rubric using 10 points of
  interest including but not limited to
  characterization, verbal, emotional, physical
  expressions, memorization and stage business
  (including movement and body interpretation.)
  Additional assessment includes concentration,
  focus, contrast vocal interp, sound analysis and
  ensemble cohesion with creativity.

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Sample Rubric

• 
  Grading Rubric
• 
  Performance Grade Instructor Only
• Characterization Actors must create a
  character that can be identified as something
  different from themselves.
• Improvisational Accuracy Actors must create
  realistic portrayals of true human interaction.
• Concentration Actors must focus on the task.
• Physical Expression Actors must use physical
  expression in their scene.
• Emotional Expression Actors must use emotional
  levels in their scene
• Stagecraft (entrance/exit) Actors must have an
  entrance and an exit in their scene, (may start
  on or offstage.)
• Time limitations The scene must meet time
  restraints.
• Beginning/Middle/End The scene must have a
  clear beginning, middle and end.
• Performance Consistency The actor is not
  allowed to break character for any reason.
• Clarity The actions and spoken language of the
  scene must be transferred clearly for audience
  understanding.
• Did Not Meet 1-4 Partially Met 5-7 Exceed
  Expectations 8-10
• Characterization 1 2 3 4 5 6 7
  8 9 10
• Improv Accuracy 1 2 3 4 5 6 7
  8 9 10
• Concentration 1 2 3 4 5 6
  7 8 9 10
• Physical Expression 1 2 3 4 5 6 7
  8 9 10

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Portfolio

• Student growth is demonstrated through portfolio
  review. Students maintain a portfolio in grades
  6-12. Elements of design, actorial growth and
  understanding of historial aspects in theatre are
  demonstrated through student portfolios.

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Theatre Faculty

• Tom Harrington
• Michael Payne
• Terry Veal
• Londa Madron