“The fun for me in collaboration is, one, working with other people just makes you smarter; that's proven.”Course Description: This course was developed to enhance the Student Artist’s understanding of two key elements central to the production of theatre; directing and playwriting. In directing, student artists will learn to seek and pursue a vision for a show based on their interpretation of the script. In Playwriting, student artists will develop stories that can translate from page to visual storytelling with action and dialog.
Course Goal: Student artists will study excerpts from texts on directing. These opinions and theories will help them to develop a deeper understanding of the conceptual collaboration involved in directing a play. They will also study the finer points of mechanics involved in directing such as scheduling, staffing, casting, etc. As a playwright, student artists will develop an understanding of plot, character, conflict, rising and falling action, climax and resolution. Within that developmental understanding the student artists will translate stories into living works of art.
1.) Student artists will develop skills in effective script analysis from the perspective of a director.
2.) Student artists will learn the art of playwriting through practical experience starting with scenes and growing into a ten-minute play.
3.) Student artists will develop skills in collaboration and creation through the generation and direction of plays.
4.) Student artists will develop a deeper understanding of their own method and approach to the art of theatre in the aspect of chief collaborator.
5.) Student artists will read and examine/extrapolate the concepts used by playwrights to develop their work.
National Standards Covered:
a. Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and conventions.
b. Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.
c. Apply a high level of technical proficiencies to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work.
a. Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.
a. Present a drama/theatre production for a specific audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturg.
a. Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.
a. Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama/ theatre work.
b. Use new understandings of cultures and contexts to shape personal responses to drama/theatre work.
c. Support and explain aesthetics, preferences, and beliefs to create a context for critical research that informs artistic decisions in a drama/theatre work.
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
a. Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choices.
b. Analyze and evaluate varied aesthetic interpretations of production elements for the same drama/theatre work.
a. Justify the creative choices made in a devised or scripted drama/theatre work, based on a critical interpretation of specific data from theatre research.
b. Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.
Per Beacon Charter High School for the Arts Faculty Agreement, all courses utilize the following formula to calculate the final course grade:
45% Major Assignments (projects, papers, performances, power-points)
35% In Class Work (quizzes, journals, discussions, participation in rehearsals)
Needed by Student: binder with loose leaf paper or notebook, pen, AGENDA (electronic or otherwise), professional attitude and willingness to work hard, respect for self, fellow actors, instructor and theatre space.
The Silent Seven (Understanding Movement)
Creating convincing characters
Understanding the collaborative process
Structuring a script
Thirty/One/Five/Ten - Creating Short works
ASSESSMENTS: Students will be required to:
1.) The Silent Seven
a.) workshop each of the seven exercises in different groups
b.) respond in the weekly journal to the questions from the instructor
c.) participate both on and off stage.
2.) Understanding movement
a.) Create paperwork associated with blocking
b.) Analyze a play based on the script using the silent seven as a guide
3.) Director’s Journal
a.) one entry weekly (observational unless otherwise instructed).
b.) checked by instructor every Thursday – entered on Google classroom
3.) Midterm - MLA paper: Review of a Professional Performance (guidelines enclosed).
4.) Developing a script using time
30sec./1min./5min./10min. Script assignment
5.) Play: Student choice
a.) written script analysis and director’s notes/concept
b.) written director’s journal
c.) performance of one scene
6.) Final 10 Minute Script. Or Director’s book
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