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1 |
Scripts |
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Developing Scripts |
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1.1 |
untitled: The student knows the basic elements of theatre.
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1.1.1
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The students identifies the structural parts of a script in texts and performances.
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1.1.2
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The student labels the five basic structural parts of a script.
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1.1.3
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The student orally explains the five parts of the plot line from a selection.
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1.1.4
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The student uses place, time, and atmosphere to create an environment that reveals a specific psychological state (tension, suspense).
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1.1.5
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The student creates characters and actions that communicate the theme of the script.
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1.2 |
untitled: The student constructs and refines original scripts.
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1.2.1
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The student improvises a story that is based on personal experience and heritage while effectively applying the basic elements of theatre.
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1.2.2
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The student improvises a story that is based on imagination while effectively applying the basic elements of theatre.
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1.2.3
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The student improvises a story that is based on literature, cultures, or history while effectively applying the basic elements of theatre.
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1.2.4
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The student constructs and refines scripts based on a short story or fable that communicate meaning to an audience.
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1.3 |
untitled: The student works alone and collaboratively with a peer or group to write and revise a script.
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1.3.1
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The student collaborates with a peer to write works focusing on conflict/resolution that include revision.
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1.3.2
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The student collaborates with a group to write works that deal with multiple viewpoints and include revision.
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1.3.3
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The student writes and revises a monologue that accurately incorporates the basic elements of theatre.
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2 |
Directing |
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Directing Theatrical Activities |
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2.1 |
untitled: The student coaches and directs actors.
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2.1.1
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The student assigns roles and/or parts for a play.
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2.1.2
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The student trains actors for auditions.
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2.1.3
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The student provides suggestions for cohesive set design.
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2.1.4
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The student provides suggestions for cohesive costume and prop collection.
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2.1.5
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The student coaches by effectively critiquing peers.
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2.1.6
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The student effectively communicates with actors.
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2.2 |
untitled: The student organizes auditions, conducts rehearsals, and directs performances.
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2.2.1
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The student organizes an audition file, conducts auditions, and discusses cast choices with the teacher.
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2.2.2
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The student coaches rehearsal techniques by providing suggestions regarding memorizing, pacing, polishing work, etc. to prepare for a presentation.
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2.2.3
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The student uses their director’s notebook to effectively plan and direct a performance.
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3 |
Acting |
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Developing Acting Skills |
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3.1 |
untitled: The student analyzes characters and scene structure within a script.
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3.1.1
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The student analyzes the physical, emotional, and social dimensions of characters found in various dramatic texts.
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3.1.2
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The student embodies analysis in performances.
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3.1.3
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The student identifies common dimensions in characters found in dramatic texts from various media.
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3.1.4
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The student selects from possible choices the ones that are more dramatically complex and interesting.
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3.2 |
untitled: The student uses physical techniques to create a character.
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3.2.1
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The student demonstrates voice, movement, and gesture that are appropriate for character portrayal and consistent throughout performance.
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3.2.2
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The student employs various dialects while creating characters.
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3.2.3
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The student monitors and evaluates strengths and weaknesses in the development of physical, vocal, and movement techniques.
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3.2.4
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The student creates a program for improvement of physical, vocal, and movement techniques.
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3.3 |
untitled: The student uses psychological acting approaches to create a character.
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3.3.1
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The student employs various psychological acting approaches to character development.
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3.4 |
untitled: The student knows how to work within an effective acting ensemble.
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3.4.1
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The student places ensemble goals before personal goals.
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3.4.2
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The student meets schedules and deadlines.
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3.4.3
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The student identifies a specific personal goal for each successive rehearsal.
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3.4.4
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The student provides examples of ensemble acting and identifies and explains it’s characteristics.
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3.4.5
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The student structures positive reinforcement from each student cast member to other cast members at the end of every rehearsal.
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3.4.6
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The student participates in developing trust and team building exercises.
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4 |
Producing |
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Designing and Producing Theatre |
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4.1 |
untitled: The student defines the roles and responsibilities of a production staff.
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4.1.1
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The student describes the responsibilities for each of the following roles: production designer, director, production crew, stage manager.
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4.1.2
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The student explains the importance of the responsibilities associated with each of the above roles.
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4.1.3
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The student explains the importance of communication among theatre staff.
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4.2 |
untitled: The student designs a technical plan for scripted scenes.
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4.2.1
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The student creates technical plots, plans, and worksheets for a script or production.
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4.2.2
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The student explains how the technical requirements of a given script relate to and support one another.
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4.2.3
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The student organizes set building by listing jobs, equipment, and personnel needed for a production.
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4.2.4
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The student makes a list of costumes and one of props needed for a production and determines possible sources.
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4.2.5
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The student creates a make-up plan for the characters in a play.
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4.2.6
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The student develops designs that use visual and aural elements to convey environments (e.g., place, time, atmosphere/mood) and clearly support the text.
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4.2.7
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The student lists and describes effective methods for developing a floor plan for a stage setting.
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4.3 |
untitled: The student creates accessories for a self-designed script.
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4.3.1
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The student assists in effectively creating and collecting the functional scenery, properties, lighting, sound, costumes, and makeup needed for a production.
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4.3.2
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The student practices basic makeup techniques by applying make-up.
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4.3.3
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The student recognizes costumes and scenery from different historical periods and applies qualities to costume design.
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4.4 |
untitled: The student implements safe use of stage tools and equipment.
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4.4.1
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The student explains reasons for using safe techniques in crafting a staged performance.
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4.4.2
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The student performs safe use of stage tools and equipment.
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4.5 |
untitled: The student fulfills various roles of a marketing staff.
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4.5.1
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The student designs and implements coherent promotional and business plans.
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4.5.2
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The student creates a production management chart and timeline (rehearsal schedule or production calendar).
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4.5.3
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The student completes an application for production rights.
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5 |
Dramatic Content and Theatrical Forms |
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Evaluating and Reflecting on the Characteristics and Merits of Dramatic Content and Theatrical Forms in their Work and that of Others. |
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5.1 |
untitled: The student uses aesthetic criteria to evaluate the artistic effectiveness of dramatic performances in theatre and electronic media.
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5.1.1
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The student evaluates theatre’s effectiveness in communicating ideas, meaning, and emotions.
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5.1.2
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The student reads and analyzes dramatic literature in terms of structure, theme, character, imagery, symbolism, language, and style.
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5.1.3
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The student uses appropriate theatre vocabulary to evaluate the intentions, structures, effectiveness, and aesthetic values of performances.
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5.1.4
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The student evaluates how well text/production meets its intended objectives.
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5.2 |
untitled: The student compares and contrasts social meanings and emotional responses to performances in theatre and electronic media.
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5.2.1
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The student evaluates the artistic choices of self and the collaborative efforts of peers and suggests constructive alternatives.
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5.2.2
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The student analyzes and evaluates critical comments about personal work and explains which points are most appropriate to realize further developments of work.
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5.2.3
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The student understands performances from the perspective of current personal, national, and international issues, through the evaluation of artistic choices in all media.
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5.2.4
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The student analyzes and critiques a dramatic performance comparing perceived artistic intentions with final production achievement.
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5.2.5
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The student develops, articulates, justifies, and applies criteria for creating meaning in performances.
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5.2.6
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The student constructs social meaning from dramatic texts and relates these to current personal, national, and international issues.
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5.3 |
untitled: The student analyzes dramatic texts and performances to understand history, culture, times, and places in their respective context.
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5.3.1
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The student explains the message being conveyed through a performance regarding the historical event being represented and/or addressed through it.
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5.3.2
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The student evaluates the cultural accuracy being revealed through performances.
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5.3.3
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The student examines the ability of a performance to accurately and/or successfully represent a given time period.
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5.3.4
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The student assesses the success of a performance’s ability to depict a place or environment.
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5.3.5
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The student develops criteria to be used in evaluating the contextual accuracy of their work and that of others.
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5.3.6
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The student evaluates their own performances and that of others to determine the contextual accuracy regarding historical events and defends their conclusions.
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5.4 |
untitled: The student analyzes how audience responses affect the criticism of performances.
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5.4.1
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The student compares two reviews of the same performance held for two different groups or audiences.
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5.4.2
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The student recognizes the distinctions in performances based on audience response.
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6 |
Integrating Theatre |
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Integrating Theatre with Other Arts, Disciplines, and the Community |
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6.1 |
untitled: The student understands the interrelationship that exists between theatre and other disciplines.
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6.1.1
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The student analyzes how theatre connects with music to enhance performances and productions.
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6.1.2
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The student defines how the visual art’s elements impact theatre in comparison to other art forms.
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6.1.3
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The student shows how theatre connects with math to enhance learning in each.
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6.1.4
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The student analyzes ways the language arts enhance the expression of ideas and emotions in theatre.
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6.1.5
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The student explains how plays, movies, television, and live performances contribute to learning about culture.
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6.1.6
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The student demonstrates ways theatre and language arts work together to develop skills both in theatre and language arts.
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6.1.7
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The student identifies cultural patterns (social, religious, political, economic) as reflected in the theatre of the times.
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6.1.8
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The student dramatizes science concepts and themes through role playing.
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6.2 |
untitled: The student understands the role that theatre plays in cultures and history.
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6.2.1
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The student explains how dramatic texts reflect and reinforce cultural and historical contexts.
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6.2.2
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The student demonstrates how theatre has evolved from it's origins to today's modern theatre.
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6.2.3
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The student interprets the validity and practicality of cultural and historical information for making artistic choices in productions.
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6.2.4
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The student explores the major plays and playwrights throughout historical periods explaining the impact they have had on social development.
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6.2.5
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The student explores how theatre reflects historical periods including how it is manifested today.
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6.2.6
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The student researches and compares and contrasts historical production designs, techniques, and/or performances from various cultures.
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6.2.7
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The student interprets cultural, social, and political conditions that have influenced playwrights.
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