Drama
Instructor: Mr. Evans
Room: W-14
Course Objectives:
Hello and
Welcome to High School Drama Class. Most of you already
know who I am but I know there are a lot of you who do not know what to expect
from this course or from me as your teacher.
This syllabus will help to clarify course objectives, my intent, and the
necessary information for successful completion of this class. If there is any information you cannot find
here, it is your responsibility to make me aware of what you need. I cannot read your mind and I cannot anticipate
all of your individual needs without your assistance.
This
theater class is primarily designed to offer opportunities for you to learn how
to express yourselves in front of an audience.
Essentially acting is at the center of the course. This means it is mandatory for you to perform in front of the class. No
exceptions. The various in-class
acting assignments will include monologue, duo and group scene
presentations.
As a
class, you will participate in trust and improvisation exercises on a regular
basis. Participation in these exercises is also mandatory. You will also have the opportunity to
participate in extracurricular theater and Drama Club presentations.
In
addition to acting skills, you will be introduced to elements of stage craft,
technical production, make-up and costumes.
A great
deal of reading, memorization, and self-evaluation is required for this
class. You will be expected to read at
least two plays on your own every term.
At least one of these plays must be a viewed stage production, but as
far as seeing productions, I will be providing those opportunities. Reviews of these plays will be submitted in
writing at the end of each term.
Studying Theater and Acting will expose
you in depth to one of the greatest of the performing arts. Being able to deliver memorized speeches
develops confidence and presence.
Learning how to develop characterizations helps by training the mind to
draw upon emotional and physical memories and abilities. Drama allows us to explore the human
condition, and by doing so, you will be able to relate to people better, having
experience with a wide range of emotions and feelings.
Here
are some of the things I am hoping you will learn in this class:
1.
Confidence as a public speaker. I think everyone can benefit from theater
exercises and one of the greatest side effects of the theater experience is
confidence about being in front of other people.
2.
Critical Reading Skills. Because you will be acting (performing) in
plays and scenes specifically written for the stage, you will need to learn how
to better understand how to read the written word and understand the intended
message authors want you to understand.
3.
Improved Writing Skills. Through reading, and eventually writing your
own scenes with classmates and reviews
of plays, you will improve your skills and develop your natural abilities in
writing.
4.
Creativity.
This class is hopefully going t open up many opportunities for you to
express your creativity and develop pathways to seeing and thinking about the
world in different ways. When you do
that, you begin to apply creativity to other areas in your life.
5.
Planning and Time Management. Because you will be addressing assignments
which range from memorization and collaboration all the way to design and
production, you will need to learn how to plan and manage your schedule.
Here
are the 20 specific standards you are expected to complete in this course:
1. 1.12.1 Write a script in proper format for stage,
television, film, or electronic
media using
historical or cultural research as a basis for the script. Students use reading process skills and
strategies to build comprehension.
2. 1.12.2 Create a theatrical performance by conducting
auditions, casting characters, directing scenes, and conducting production
meetings.
3. 1.12.3 Explain and demonstrate knowledge of varied
responsibilities of technical personnel involved in television, theater, film or
electronic media production.
4. 1.12.4 Develop an aesthetically unified production
for theater, film, television, or
electronic media.
5. 1.12.5 Create a variety of materials for a media
campaign for theater, film, television, or electronic media.
6. 1.12.6 Work collaboratively and safely to design
and/or construct a variety of scenic devices (e.g. scenic drops).
7. 1.12.7 Justify choices of costumes, make-up and
props as they relate to the
interpretation of a production.
8. 1.12.8 Describe and demonstrate different lighting
and sound techniques and equipment for film, stage, television, or electronic
media.
9. 1.12.9 Design and/or use a light and/or sound plot
for film, stage, television, or electronic media.
10. 2.12.1 Analyze and describe the physical,
emotional, and social dimensions of characters found in a variety of text.
11. 2.12.2
Identify, examine, and demonstrate various classical and contemporary
acting techniques and methods.
12. 2.12.3
Create and sustain a character within an ensemble for stage, film,
television, or electronic media.
13. 3.12.1.
Critique the effectiveness of the visual, aural, and kinesthetic
elements of a performance.
14. 3.12.2
Justify personal aesthetic criteria for critiquing a dramatized performance.
15. 3.12.3 Compare and contrast classical and
contemporary dramas and comedies in various media.
16. 4.12.1
Compare and contrast the ways in which universal themes and archetypes in dramatized events are
expressed in another culture and another
historical period.
17. 4.12.2
Analyze methods of conflict resolution among characters.
18. 5.12.1
Analyze the ways in which common themes or stories are interpreted
in works from the four arts areas.
19. 5.12.2
Analyze the development of dramatic forms, production practices, and
theatrical traditions across cultures and historical periods.
20. 5.12.3
Evaluate different ways technology is used to enhance theater, film,
and television.
The
district curriculum for this course is located at : www.elko.k12.nv.us/pages/curriculum_guides.html
The
Nevada State Standards for this course are located at: http://www.doe.nv.gov/Standards/Arts/theacont.pdf
Course Description:
During the first nine weeks of this Drama
course, class will generally be split into two daily sections. The first of those sections will concentrate
on the technical side and Direct Instructional methodology of the course. The second portion of the class will be given
over to acting and improvisational techniques.
Your first structured and
summative assignment (approximately 2 weeks from today) will be to read a
memorized poem in front of class. After
the first nine weeks or so, we will shift from the technical and direct
instructional phase to project oriented assignments, where you will focus on
the production aspects of Theater Arts, while continuing to place emphasis upon
performance.
Personal Statement
Regarding Expectations:
I
do not want my being blunt to be taken the wrong way. This is a class where either you are willing
to do the work, or in many cases, your classmates suffer. At least 75% of what we do as a class is tied
to working together in teams and groups.
If you are not willing to check your ego at the door and participate
fully in both daily activities and in assignments, you should get checked out
of this class and into another. If this
was a regular elective, like creative writing or psychology, I wouldn't be
saying this, but this drama class is simply a different sort of thing. Everyone in this class needs to know he or
she can depend on any other person in the class. There is no shame in leaving for a different
class if you do not feel comfortable about the nature of this course.
The
Importance of Reading:
Reading is a fundamental aspect of this
course. Most every assignment will
require reading of some kind. You should
expect to be assigned a major reading assignment or a re-reading a major work every
week. I cannot force any of you to read
the assignments, but it will be quickly apparent who is reading and who is
not. If you do not like reading, you
will have a difficult time with this course, so if you do not enjoy reading,
you will need to find a way to get through the school year as best you
can. If you are having difficulty comprehending
the various passages, I suggest you share the assignment of reading with a
friend or partner. One of the best ways
to gain understand of something is to talk it over with others. Extending this logic, participation in
discussion by asking questions, offering possible explanations, and listening
to others will add to your overall understanding and increase your chances of
receiving better grades.
Textbook and other resources:
1.
Theatre Art in Action
2.
An Introduction to
Modern One-Act Plays.
3.
Various
Plays and Scenes.
Class Procedures:
1.
Reading Quizzes: Quizzes will be assigned according to the
various reading assignments given in class and will be entered in as Formative
Assignments.
2.
Exercise
Participation: As a class, we will have some exercise to
perform or participate in every time we meet.
Usually this will take place in the second half of class, but that is
subject to change depending upon the daily schedule. However,
there will be a participatory exercise every day. As we go through and learn various aspects of
performance and preparation, you will be graded with regards to your
participation.
3.
Late Work: Late work will only be accepted at the
discretion of the teacher, and only for valid causes.
Formative:
Formative work will not be accepted late for credit except as previously
noted.
Summative: In
the case of Written Summative Assignments, students may arrange with me to
mitigate any missed or poor showing by completing alternative assignments as arranged between the student and myself
in a timely manner. Missed performances
may only be made up by presenting evidence of a valid excuse from parents and
the attendance office.
4.
Performance: All students are expected to perform in class
and in front of the other students.
Performances will be the greatest portion of your grade and you cannot
pass this class without getting up in front of the class. Refusal to perform the first time is marked
as a zero and cannot be completed at a later date. A second refusal to perform in front of the
class necessitates a parent-student-teacher conference. It is your responsibility to prepare for
Grading:
Students will accumulate
points throughout the nine weeks. Points
will come from the following categories, and will be based on the following
percentages:
·
Category
1: Formative 30%
·
Category
2: Summative 70%.
A Word
About Grading Performances:
If you
are under the impression that performances cannot be given a grade because of their
interpretive natures, you are mistaken.
Each performance, from your very first to your very last will be given a
letter grade. Those grades will be
translated into a numbered score and put in the grade book to calculate your
overall grade. My grade of your
performance in any and all circumstances is final and not subject to appeal.
Assignments
1.
Major Assessments
a. Scene
Performance: Throughout the year you will be assigned
performances. These are summative
assignments, and will affect your grade accordingly.
b. Written
Reviews: You are required to read and review at least
two plays every nine weeks. These are summative assignments as well.
c. Portfolios:
Each nine weeks there will be at least one major assignment given to
reflect the technical aspect of Theater.
That assignment and all materials will be addressed in the form of a
portfolio, which is a summative assignment.
d. Written
exams: Plan on at least one written exam at the end
of each semester, to be held in conjunction with a performance final.
2.
Daily Assignments
a. Participation
b. Reading/Academic
study
c. Scene
Preparation
3.
Homework
a. Readings:
Most days you will be given a reading assignment. These reading assignments will be monitored
by the use of quizzes.
b. Written
work: Most written work assigned should be
considered as homework because most class time will be taken up with learning
writing strategies and the discussion of literature.
c. Scene
Preparation: Just because we will be preparing scenes in
class does not mean you have enough time in class to adequately prepare for
your performances. Homework is implied
with every performance and written assignment, whether it be in the form of
memorization, scene preparation, or portfolio creation.
Grading System:
All assignments, regardless of whether
they are formative or summative, will be graded on a 4 point scale:
4
= Exceeds Standards 90-100% (A)
3
= Meets Standards 80-89% (B)
2
= Approaches Standards 70-79% (C)
1=
Below Standards 60-69% (D)
0
= Insufficient Evidence 0-59% (F)
The purpose of this scale is to help
make the transition to a standards based grading system. Some of the math does not appear to be
correct, but it reflects the need to perform at a certain level to be
considered proficient at any various assigned task. In addition, the actual percentages are
irrelevant because the real measure of a grade is based upon whether or not the
evidence you provide suggests you are exceeding, meeting, or not addressing the
standards set forth. Grades for
Summative assignments will be calculated on a traditional letter
grade/percentage scale for ease and convenience of students and parents, but be
translated to the 4 point scale when put in the grade book. These numbers will be carried over to two
decimal points (e.g. 3.5 or 2.75).
Make up work:
Policy: Students will have two days
for every day they are excused for being absent to make up their work. Assignments
will be scored as incomplete “I” until the work has been turned in. If a
student is absent (excused) the day assigned work is due (e.g. an essay or
portfolio) the assigned work is due the day they return. If not turned in, the grade entered will be a
“0.”
A Few
Words on Cheating & Plagiarism
Make no mistake about
my views on cheating and plagiarism. If
I catch you cheating or plagiarizing on an assignment, you will be referred to the administration for disciplinary measures at
the administration’s discretion, and I will schedule a conference with your
parents and the counseling office. This
will happen every time I catch you.
Cheating (which plagiarism is) is defined by all of the following
activities:
1.
Copying
in part or whole another person’s work, words, and/or ideas and attempting to
pass it off as your own.
2.
Copying
in part or whole another person’s work, words, and/or ideas and neglecting to
give credit to that person.
3.
Having
someone complete assigned work for you.
4.
Completing
assigned work for someone else.
5.
Looking
at another person’s answer sheet during a test or quiz.
6.
Allowing
someone to look on you test or quiz for the answers.
7.
Attempting
in any
way to subvert the directions given for any assignment or test.
Be warned: I only
accuse someone of cheating or plagiarism when I have irrefutable evidence, so
if I make the charge, it will stick.
Be further warned: Even
though I am not allowed to affect your grade because of cheating or plagiarism,
I still have options. I am allowed to
grade according to evidence of work shown and I am allowed to assign additional remediation and create additional features to help
ensure academic honesty. These options
may include:
·
Requiring
that you compose your essay in my room after school over the course of several
days to ensure the work is yours.
·
Providing
evidence of; and a detailed, written description of the complete writing
process along with your essay.
·
Conducting
additional research above the minimum guidelines of the original assignment.
Availability for
Extra Help:
1.
Please
see me before school or after school.
2.
You
may request to be placed with me for guided instruction.
Students
are encouraged to come see me before or after school for additional help and
explanations of concepts or help in approaching summative work as the course
requires. Students should also make
arrangements to come see me during guided instruction. It is not only my job to help when a student
asks for help, but it is one of the more enjoyable aspects of my work to
interact with students on a one-to-one basis.
In the long run, coming to me will be helpful to you, more so than
asking a classmate who might be guessing or to simply let the opportunity
slide.
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