ARTS EDUCATION - North Carolina Public Schools

ARTS EDUCATION Teacher Handbook

THEATRE ARTS

September 2002 Public Schools of North Carolina State Board of Education Department of Public Instruction

ARTS EDUCATION TEACHER HANDBOOK: THEATRE ARTS September 2002 TABLE OF CONTENTS Click on any of the following links to access sections of the Teacher Handbook. (If you are viewing this document in PDF format or have ordered a print copy through NCDPI Publications, you will not be able to access links, but will view the content in its entirety as one document.) Page INTRODUCTION...................................................................................................... 3-4 LESSON PLANS •

Introduction to Lesson Plans ............................................................................ 5

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Elementary Lessons o Movement Adventure ......................................................................... 6-10 (See assessment item that aligns with this lesson plan) o Israel................................................................................................. 11-14 o Writing a Scene with North Carolina History .................................... 15-18

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Middle School Lessons o Scene Writing ................................................................................... 19-22 o Rhythmic Expression ....................................................................... 23-24

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High School Lessons o Garbage Bag Costume Creations....................................................... 25-27 o Writing a Monologue........................................................................ 28-31 o Costume and Make-up Shakespeare Style ......................................... 32-35 (See assessment item that aligns with this lesson plan) o Studying the American Musical Theatre ........................................... 36-38

ASSESSMENT ITEMS Page •

Introduction to Classrooms Assessments .................................................. 39-41

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Elementary Assessments o Writing a Scene with North Carolina History .................................... 42-46 (See lesson plan that aligns with this assessment item)

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Middle School Assessments o (None provided by teachers at this time)

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High School Assessments o Costume and Make-up Shakespeare Style ......................................... 47-49 (See lesson plan that aligns with this assessment item)

TIPS (None provided by teachers at this time) RESOURCES •

Print (None provided by teachers at this time)

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Web Resources (None provided by teachers at this time)

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Resources that Assist With or Demonstrate Curriculum Integration (None provided by teachers at this time)

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INTRODUCTION The Teacher Handbook for Theatre Arts Education is available through NCDPI Publications and online in PDF and HTML formats. The handbook will be revised and updated as additional information is received or developed. The PDF (print-friendly) and HTML versions of the Teacher Handbook, which include a bank of lesson plans and assessment items that were developed by arts education teachers in North Carolina, may be accessed online at: http://www.publicschools.org (click on "Curriculum," then "Arts Education," then Resources.). The HTML version of the Teacher Handbook allows viewers to link to various sections of interest within the document. Those interested in contributing a lesson plan, assessment item, or other material to the Teacher Handbook should visit: www.learnnc.org/dpi/instserv.nsf (click on “visual arts education,” click on “news and happenings,” click on “help us create the NEW Teacher Handbook),” to read more about this opportunity and to access templates for lesson plans, assessment items, resources, and other information. For questions or further information about the Teacher Handbook, please contact Bryar Ted Cougle, Arts Education Consultant, NCDPI, at 919-807-3855 or [email protected]. Overview The Teacher Handbook for Theatre Arts Education was created to assist teachers with the implementation of the North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12 (SCS). The SCS was revised through the cooperation and assistance of individuals and groups throughout the state and was approved by the State Board of Education in December of 2000. The implementation year for the SCS is 2002-2003. The SCS will be regularly revised and improved to meet the needs of the students of North Carolina. Standard Course of Study Based on the National Standards for Arts Education, the SCS describes what students should know and be able to do as the result of instruction at each grade level or course in each of the four arts areas: dance, music, theatre arts and visual arts. The SCS was generated to provide a foundation for teachers and curriculum specialists in each school system to develop classes or courses and instructional strategies. Objectives in the SCS describe content and skills that are not limited to particular materials or methodologies, but that can be delivered through multiple approaches or materials. The SCS may be accessed online: www.ncpublicschools.org (click on Curriculum) or purchased through NCDPI Publications.

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Teacher Handbook The Teacher Handbook for Theatre Arts Education is a supplement to the SCS. This teacher handbook provides teachers with some ideas of how particular goals and objectives may be addressed in the classroom. This document is not intended to be comprehensive or sequential, but rather, to illustrate some possible ways to help implement the SCS. Because specific objectives are not taught in isolation, it may be noted that both lesson plans and assessment items correlate with multiple goals and objectives, often within and across the arts and/or other content areas. The teacher handbook is in development; so as new lessons, assessment items, or other sections are developed, they will be added to this resource.

Thank you to the teachers in North Carolina who developed these plans, assessments, and ideas to support teachers across our state! Your willingness and generosity to give permission for your items to be shared in this Teacher Handbook are greatly appreciated.

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INTRODUCTION TO LESSON PLANS The lessons contained in the Teacher Handbook were developed for teachers by teachers. You may access lesson plans by grade span and individual plans within each span. This database of lesson plans may be added to as further plans are developed. Those interested in contributing lesson plans to the Teacher Handbook should contact Bryar Ted Cougle, Arts Education Consultant, NCDPI, at 919-807-3855 or [email protected]. The lesson plans developed are organized in the following format: Title; Grade Level or Course; Time Allotment; Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12; Targeted concepts or skills from other Content Areas; Alignment with the NC High School Exit Exam; Lesson Objective(s); Materials/Equipment Needed; Lesson Procedure; Assessment; and Special Considerations. Some lesson plans are linked to particular assessment items. These lessons are noted in the table of contents and within the lessons themselves. The lesson plans are not designed to be used as a step-by-step “cookie cutter” approach to implementing the SCS, but rather as a starting point to help teachers see how particular goals and objectives from the SCS may be implemented in the classroom. Perhaps a teacher reading through one of the lesson plans may use the plan as a place to begin with when mapping his/her course of study for students. Lessons should be modified to meet the individual learning needs of students within the classroom.

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ELEMENTARY LESSON PLANS

Submitted by Sandra Dreis Winston-Salem/Forsyth County Schools

Lesson Title: Movement Adventure Grade Level or Course: Kindergarten Time Allotment: 30 Minutes Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 1.02 Retell stories through guided dramatic play from text read aloud. 2.03 Role-play a variety of real and non-real characters through guided dramatic play. 2.05 Imitate teacher guided improvisation 3.06 Imagine a variety of real and non-real environments 4.02 Imitate the sounds and movements of objects, animals and people. 6.03 Participation in and use the art form of pantomime 6.02 Use sound, movement and drawing through dramatic play 8.04 Participate in creative drama Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas: Social Studies : 1.01 Participate constructively in school and classroom activities Second language goals: 2.03 Follow oral directions and commands 2.04 Demonstrate understanding of spoken key words in a variety of materials…short narratives, simple rhymes and cartoons. Mathematics Goals and Objectives: 2.04 Model and use directional and positional words. Language Arts: 3.01 Connect information and events in text to experience. Guidance Objectives: 7.04 distinguish between appropriate and inappropriate behaviors 7.06 establish self control Dance Objectives: 1.02 Demonstrate the element of space in dance through exploration. 1.04 Demonstrate the element of energy/dynamics in dance through exploration 2.05 Move alone and with others 3.01 Express ideas, feelings and stories through dance movement

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Music Objectives: 6.04 Respond through purposeful movement to prominent music characteristics while listening to music Lesson Objective(s): To explore the use of pantomime to tell a story. To demonstrate self control in the use of the physical space and in working with the group. To create an imaginary environment using gestures and the body with expressive movement. To explore using the body and not the voice to express action and feelings. As part of the study of pantomime, students will practice their skills by exploratory movement followed by a group pantomime of an "adventure". Teachers are free to choose their unique "movement adventure" from a variety of sources. This lesson is based on a simple outline of a camping adventure that is created from this teacher's imagination. Two books that have inspired this tale are "Going on a Bear Hunt" and "Blueberries for Sal". The lesson focus is not, however, on simply retelling the story, but experiencing the tale through movement and mime. A major objective of this lesson is allowing the children to explore the physical space safely and cooperatively, respecting the space of others. This hands-on drama experience will actively involve the global learners in the classroom and fully engage the imaginations of the children. Materials/Equipment Needed: CD Player/tape player Music of Mozart "A Little Night Music" Any classical selection that builds to a lively pace A tambourine or hand drum and a mallet Lesson Procedure: Warm-up and Introduction: Have kindergarten students gather five at a time and sit crisscross-applesauce in front of you. Have them check their posture and sit up tall "against a tree". Tell them that we are going to go on a pretend adventure today. We will be using our bodies, but not our voices, is a sentence to keep repeating as you go along. Ask they children to pretend that their fingers are happy spiders and to move them up and down the imaginary web. Model this for them. Tell them to demonstrate their very own spiders climbing up and down their web. Instruct them to freeze their motion when you hit your drum. This is for control. Remind them that when they hear the sound of the tambourine, they are always to freeze. Now demonstrate the pantomime task of eating an apple for them. Remove it from your pocket or an imaginary tree. Feel it. Admire it. Wipe it on your clothes. Bite it. Chew it. Enjoy it. And hold the core. Use the word "PANTOMIME' to describe your actions.

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Have the children imitate your pantomime of the apple. Choose a volunteer to come up and show their apple eating skills to the class. Ask the children to tell how they know it was an apple. Talk about the following skills of pantomime: ™ Where is the apple found? ™ What size is the apple? ™ What is the weight? ™ How does it taste? ™ What do we do with it when we are finished eating? Part 2 - the Adventure: Tell the children they are ready to go on the adventure. Begin the CD music as accompaniment to the action. Remind them to use their bodies and be aware of the their neighbor. Point out areas in the room that are "out of bounds". Remind them not to touch their neighbor. Have children find a space to lie on the floor as if asleep. You say "WAKE UP YOU SLEEPY HEADS!" 'TIME TO STRETCH AND GET UP FOR OUR CAMPING TRIP". Now the teacher can describe out loud what you are seeing. Example: "Oh, I am seeing some sleepyheads stretching and yawning over here". "Somebody in this corner is still asleep!" Guide them into standing up in their space and looking into an imaginary mirror. Now have them imitate you as you groom hair, dress, and brush you teeth. Have them put on their rubber imaginary boots. Ask the children, who can raise their hands and tell me what color your boots are? Everyone will want to tell you the color of their boots and this is a good assessment question to determine if all the children are understanding the activity. Now have the children put on their backpacks. Tell them the packs are heavy. Now have them raise their hands and respond to your question, "What is in the backpack that makes it so heavy?" Then open one of the imaginary backpacks, and for fun, take out some funny imaginary objects. Example: the cat, a television, a phone…and say…"we can't take everything in the house!" This will make the children laugh and want to find something of their own that is humorous. If there is time, you can have everyone take out something extraneous from the "backpack". Now have them put the backpacks on, and line up behind you. The trail walk begins. You can change or elaborate on these suggested activities: 1. Model and have them tiptoe down the trail with flashlight in hand. 2. Demonstrate and have them trudge up the muddy hill slowly and carefully. 3. Have them walk side ways along the narrow mountain trail. 4. Have them duck down when flying bats approach. 5. Have them demonstrate sitting around a campfire in a circle and eat the lunch surprise that is in their pack. Ask the students what they are eating. 8

6. Have them march down the forest trail, picking berries and putting them in an imaginary container. Tell them they will bring this back to someone at home who will make a pie later. 7. Now have the children skip around a field of wild flowers. Tell them you will hit the tambourine when they are to freeze. Play SKIP AND FREEZE. 8. Have children put their packs back on for the walk home. Along the way, tell them you can hear the footstep of a _________. Use your drum quietly to make the sound of the footsteps. Tell them when the ______approaches they had better duck. They love to do this several times. You can say, "QUIET, I HEAR THE________(HIT THE DRUM LOUDLY). It is important to tell them not to scream, or the _________will find them! They enjoy this imaginary game. 9. Have them walk quietly to their seats, (HOME). Tell them they can put their packs down quietly. "DOESN'T IT FEEL GOOD TO BE HOME! For fun, you can ask, WHAT ARE WE GOING TO MAKE WITH THOSE BLUEBERRIES?" Conclusion: Summarize the pantomime activities that the students accomplished in the "Movement Adventure". This can be accomplished with a question and answer format. Assessment: Ask the children to describe their favorite part of the adventure. Finish the lesson with other assessment activities such as drawing or painting a picture of the imaginary adventure. Have them include a picture of themselves. Follow - activity assessment to the lesson: Drawing or painting of the "adventure" Art Assessment should include: ™ Where are you? Is it light, or dark? ™ What are you wearing? Is it cold or hot? ™ What color is your backpack? Draw it. ™ What did you make with the blueberries? Who helped you? Special Considerations: Other follow-up activities for this lesson are, on another day, bring some blueberries or frozen blueberries to class for a cooking project, muffins are popular. Have a parent assist you. Read Blueberries for Sal. Make and bake the muffins. Have a "Movement Adventure" once again, perhaps a review of the lesson. Eat the muffins with the class!

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Submitted by Diana L. Marshall-Shoaf Winston-Salem/Forsyth County Schools

Lesson Title: Israel Grade Level or Course: Fourth Grade (Can be adapted for third or fifth grade) Time Allotment: One (35 minute) lesson introducing Israel and the Jewish faith. One (35 minute) lesson exploring creative body movement using creative dramatic/dance movement terminology. One (35 minute) lesson introducing the creation story from the Bible in an original (developed by teacher) script format. One (35 minute) lesson improvising (acting out) with movement and vocalization the narrated creation story from the Bible.* *Note: This lesson could be rehearsed to develop a more formal presentation piece to be shared with other students. Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 2.01 Develop skills to identify characters and cast roles from a variety of texts that reflect upon heritage, culture and history. 2.02 Utilize vocal expression to explore thoughts and feelings of real and non-real characters. 2.05 Create dramatizations based on texts. 2.06 Demonstrate ideas and emotions through gestures and movement. 2.07 Assume the role of a variety of real and non-real characters. 2.08 Refine improvisational skills through dramatic 2.09 Define the significance of the beginning, middle and end of a story or play. 3.01 Participate in making artistic choices in a small group. 3.02 Employ the basic concepts of time, space, and action in the dramatic process 3.05 Respond to and build upon ideas of others on stage. 6.01 Incorporate music, sound, movement, dance, and design into the dramatic process. 7.01 Build skills to critique self and others in a respectful and constructive manner. 7.04 Listen to constructive criticism and react in a positive way. Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas: Dance – Fourth Grade: 1.01 Exhibit kinesthetic awareness: control, concentration, focus, and clarity of movement. Music – Fourth Grade: 6.04 Identify visually and aurally a variety of instruments, including many orchestra and band instruments, and instruments from various cultures. 6.06 Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. 10

6.07 Show respect while listening to and analyzing music. 9.04 Identify and describe roles of musicians in various music settings and cultures. 9.05 Show respect for music from various cultures and historical periods. English Language Arts – Fourth Grade: 2.02 Interact with the text before, during and after reading, listening and viewing by: ¾ Setting a purpose using prior knowledge and text information. ¾ Making predictions. ¾ Formulating questions. ¾ Locating relevant information ¾ Making connections with previous experiences, information, and ideas. Guidance - Fourth Grade: 1.01 Demonstrate pride in work and in achievement. 1.02 Justify mistakes as essential to the learning process. 1.03 Practice attitudes and behaviors which lead to successful learning. 1.04 Demonstrate time management and task management skills. 1.05 Verify responsibility for actions. 1.06 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students. 1.08 Communicate knowledge with classmates and adults. 2.01 Demonstrate critical thinking skills. Social Studies – Fourth Grade: 1.02 Describe the origins and characteristics of major groups that settled in North Carolina and assess their influence on North Carolina customs. Lesson Objective(s): As a part of their study of Israel, students will develop confidence, individually and cooperatively, with creative movement; using their bodies to dramatically create the nonliving elements of the Biblical creation story. Materials/Equipment Needed: Resources from the media center or internet for culture introduction information, CD player, CD of instrumental mood music for use with exploratory movement lesson, CD of instrumental music from Israel for use with creation story movement lesson; visual aids of clouds, planets, gas formations, etc. to help students visualize use of body in space for imaginary movement, sheer colored fabric strips to support creative movement for final lesson or use in a performance venue (material is optional but can be a motivating prop for the students’ creative movement), hand drum for class control Lesson Procedure: Lesson 1 A. Inform students that they will have an opportunity to do an improvisation of a creation story after an introduction to the culture from which the story is derived. The assessment on the social studies portion could be a selected response developed by the teacher from the instructional information presented to the students. B. Resources for cultural information presented will be developed by the individual teacher from internet or media center resources. Suggested text resource: Israel, The Cultures of the World Series available through Borders Book or local libraries.

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Lesson 2 A. Provide students with examples of teacher modeled creative movement to instrumental music. B. Allow students to explore use of creative movement in an open space; individually, with a partner, and/or in small groups. C. Introduce creative dramatic/dance terminology to enhance quality of student movement: slow/fast, large/small, open/closed, flowing/staccato, etc. D. Conduct discussion of vocabulary words that describe the movement qualities of fire, clouds, rain, gases, planets, etc. E. Allow students to explore with body movement and sound the agreed upon vocabulary. Lesson 3 A. Read through of the original creation story script adapted from Genesis and provided by the teacher. B. Conduct discussion of the movement opportunities inherent in the text. Lesson 4 A. As teacher (or student) narrates the creation story from the script, students explore the movement inherent in the story with their bodies and vocalization. B. Provide opportunities to repeat sections and/or to add the dance fabric to enhance the lesson. C. Further rehearse and define the creative movement of the group to the rhythm of the narration, if the students are to present the work as process performance to other students as audience. Assessment: Diagnostic – multiple choice quiz based on social studies information presented about Israel. Summative – Performance, Conversation, Observation Student Performance could be video taped for classroom viewing and group assessment. A rubric could be developed by the teacher, or the students and teacher, to evaluate the quality of the movement. Special Considerations: This lesson could lead to a similar lesson developed about a Moslem country. The creation story applied to the Islamic religion. Comparisons and contrasts discussed about the Christian and Islamic religious beliefs.

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Submitted by Julie Garber Wake County Schools Lesson Title: Writing a Scene with NC History Grade Level or Course: Fourth Grade Time Allotment: One (45-60 minute) Introduction, discussion on American Revolution, & assigning scenes Two to three (45-60 minute) Lessons for practice and performance Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 1.01 Participate in small group playwriting. 1.02 Create and enact short stories, poetry or personal experiences about North Carolina. 1.05 Utilize playwriting skills to indicate the sequence of events. 1.07 Apply playwriting skills by writing monologues, dialogues and short scenes. 2.01 Develop skills to identify characters and cast roles from a variety of texts that reflect upon heritage, culture and history. 2.03 Participate in dramatic activities that deal with conflict and emotions. 2.04 Create characters and events to use in the dramatic process. 2.05 Create dramatizations based on texts. 2.07 Assume the role of a variety of real and non-real characters. 3.01 Participate in making artistic choices in a small group. 4.02 Demonstrate responsible behavior such as sharing, flexibility, negotiating and teamwork. 4.03 Make decisions and accept responsibilities in the dramatic process. 4.05 Compromise with peers in small group decision making about artistic choices. 4.09 Recognize ways to display characters' thought processes. 4.10 Use rehearsal time effectively to brainstorm, experiment, plan and rehearse. 5.01 Express through characterization meaning inferred from a text. 5.06 Investigate text to determine Who, What, When, Where, Why and How. 5.07 Reference forms of literature other than scripts to support dramatic presentations. Lesson Objective(s): Following along with their study of North Carolina, fourth graders will create a short scene based on a NC history event. Students will improvise a scene based on the event, improvise the creation, perform the scene for the class, and write the script. If possible, the scripts can be typed using word processing. Students will use a rubric for group evaluation. A separate rubric will be used for the evaluation of the script and the performance.

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Materials/Equipment Needed: Fourth grade Social Studies textbook for each student, clipboard, Building the Story worksheet, notebook paper, pencils, chair or blocks for scene work, rubric for group work, rubric for performance, rubric for script, access to computers, colonial costumes (optional) Lesson Procedure: Lesson 1: A. Remind them of how we’ve been acting out stories, including beginning, middle, end, and character, setting, problem. Introduce to the students that they will be acting out a true story. Since they are studying North Carolina in fourth grade, they will be acting out a scene based on an event for NC history. The scenes will be from the American Revolution time period. Before introducing the scenes that they will volunteer for, begin with a basic discussion of the time period. We discussed why Britain wanted to colonize, why the colonies wanted freedom from England, who the loyalist and the patriots were, etc. B. Introduce the scenes from the textbook that they can volunteer for with a general overview. (Choose scenes from your textbook with a definable problem that will useful for dramatic interpretation. Using the fourth grade social studies textbook for Wake County Schools, I chose the Lost Colony, Culpepper’s Rebellion, the Edenton Tea Party, and the Battle of Moore’s Creek Bridge.) Ask for volunteers for each scene and then send them off to a separate area in the room with their group members. The size of the groups will vary based on the scenes. C. Pass out the Group Work Rubric, Script Rubric, and Performance Rubric and discuss how each one will be used to grade their work. Lesson 2: A. In their groups, they will first read silently their assigned historical event in the textbook. Remind them of the Group Work Rubric they will use to evaluate their work. Next as a group, give them three minutes to discuss the event defining all the characters, the setting (location and time period), the objective of the main characters, and the problem. We have defined the objective as what a character wants and a problem as what gets in the way. Then, give them another three minutes to brainstorm how they could act out the event. (For example, can you act out the whole event or just part of it? Where will you begin before the event happens or in the middle of the event? Which characters will you need? If you have to add characters, who could they be?) Finally, give them the Building a Story Worksheet and a clipboard to record all of their decisions. See attached Building a Story Worksheet. B. Now, give each group five minutes to cast their parts. Working on group compromise and decision making skills (Objective 4.01. 4.02, 4.03), they have three options in making a decision: Give up what you want, Share, or the game “Rock, Paper, Scissors”. C. Next, give them five minutes to create their first five lines of dialogue that tells the audience who they are, where they are, and what they want. Give them some blank paper for their clipboard and ask for a volunteer to write the dialogue in correct script format. Remind them that this is a rough draft of their script. They will be making lots of additions and corrections as they go, so they will need to write in pencil and have an eraser. (Sometimes they will just start talking instead of including important information, so this step seems to help. For example, in this script from the Lost 14

Colony, this scene would not be very clear if the underlined information was not included: Sailor: Land ho! Land ho! Captain White, I believe we’ve reached it/Roanoke Island. White: Finally, we’ve reached our new home. I hope some of Sir Walter Raleigh’s houses are still standing. D. Ask each group to stay seated and just share their first five lines of dialogue. As a class, evaluate if the scene clearly communicates whom the characters are, where they are, what they want, and what gets in the way. If they need to include more information, the class can help with their ideas for other dialogue. E. After they have the beginning first five lines, they may work on their own finishing the rest of the scene. They should have a few students willing to take turns writing the dialogue as they practice. Remind them to use their worksheet and the textbook to include all the important historical facts. *If you have the space and are comfortable with the noise level, let them stand and move in their group area to improvise and practice the rest of their scene. If you have access to them, offer chairs, desks, and blocks to aid them in creating the setting. For those who are not used to a lot of movement, group the students at desks and tables and allow them to stand up and practice only after the script is written down. Lesson 3: A. Give each group about five minutes for a “warm-up” practice of their scene. B. Have each group perform their historical scene for the class. Offer colonial costumes for their performance, if you have access to them. C. After each scene, have the audience share something from the scene that they liked and a suggestion they would make. Also, use the Performance Rubric to evaluate the scene. D. Have the students write a reflection paragraph of what they learned and experienced in their folders. Assessment: The students group work will be self-evaluated and teacher-evaluated using the Group Work Rubric on an individual basis. A group grade will be given for both the script and the performance using a rubric. The Reflection paragraph can also be used as an evaluation tool. Special Considerations: This lesson assumes that students have a working drama vocabulary, including dialogue, monologue, and objective and the basics of story building including, beginning, middle, end, character, setting, problem. They must have practice improvising the dialogue from a story or text. They should also have extensive experience at working together as a group including the necessary skills of decision-making and compromising in order to cast parts and plan the scene. They must also know how to record their dialogue in a script format. Teaching script formatting can be included in this lesson, but it will require another class time and should be included before the students begin their practicing.

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You can do this lesson with no background in script writing, but the students must be given enough time to practice their lines and the sequence. They may also want to write down their lines in order to remember them, but do not be concerned that their writing is in script format.

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MIDDLE SCHOOL LESSON PLANS Submitted by Virginia O'Brian Wake County Schools Lesson Title: Scene Writing Grade Level or Course: Beginning Drama Grade 8 Time Allotment: Ten 45 minute class periods Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 1.01 Apply the unique characteristics of the dramatic script such as the dramatic structure and dialogue when writing for the theatre. 1.02 Create written dramatic material based on original or established interdisciplinary prompts, personal experiences and historical events. 1.03 Write, critique, and informally produce original scenes and plays. 5.05 Analyze given circumstances in a script to make artistic choices. 7.05 Listen to and implement constructive criticism. Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas: English Language Arts Competency Goal Grade 8: The Learner will apply conventions of grammar and language usage. English Language Arts Competency Goal: The learner will respond to various literary genres using interpretive and evaluative processes. Computer Technology: Students will use word processing to create and publish final scripts using accepted dramatic format. Alignment with NC High School Exit Exam: (check domain and write objective number(s): __X_ Communication 1 __X_ Processing Information_ 11, 14 __X_ Problem Solving 15, 16 _____ Using Numbers and Data Lesson Objective(s): As a part of their study of drama, students will create an original scene or short one-act play within specified guidelines and perform/direct their creations in an informal production for the class. A rubric for the written aspect of this lesson will be used, as well as a self–evaluation form.

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Materials/Equipment Needed: Copies of various plays, board or large easel paper, computer with word processing program, printer, rubric for written script, rubrics for both written scripts and production of those scripts, self-evaluation forms. Lesson Procedure: Lesson 1: A. Inform students that they will have the opportunity to become playwrights and create their own scene or one-act play and see it produced in an informal setting. They will be able to choose whether they write a totally original work or base it on a story, myth, fairytale, legend, or historical event. Give the students a copy of the rubric for the written script so they will understand what is to be included in their final script. B. Give the students the copies of the plays and break them into groups of three or four (depending on class size) have them compare the different scripts and find the common aspects. Have the class create a list of the common items in the scripts (ie. Settings, character names, stage directions, dialogue, etc.) then have them note the standard method used in formatting these items. (such as stage directions always in italics and parenthesis) C. Review story writing, introduction, conflict, climax, resolution, use of flashbacks, linear plot, foreshadowing, character development, plots and subplots. Discuss what aspects of plays, movies, stories, or books that they have enjoyed seeing or reading, were enjoyable to them as readers or viewers. How can they incorporate these enjoyable aspects into their own creations? D. Tell them that when they return they should have decided whether they intend to adapt a story or book, or write a totally original script. Lessons 2 - 4: A. Tell students that they may work in teams or individually to write the adaptation or original script. Review rubric elements and make sure the list created by students of script elements and formatting is posted where everyone can see. B. Give the remainder of class time for students to write. C. At the end of class for lesson 4, remind students that complete first drafts must be ready for class tomorrow. Lessons 5-7: A. Students should have completed rough drafts of their scenes. Review formatting and dramatic structure. Have students use word processing programs to create final copy of script. Make sure these are saved on disks for future revisions. B. As students finish have them trade scripts with each other. Have them proof read and review for formatting errors. Revise and reprint as needed. C. When the script has reached its final draft, print enough copies of each script, so that each actor will have a copy to read from for the informal performance. ( 6 characters 6 script copies) One copy is turned in to teacher. Lessons 8: A. The first half of the class prepares their informal scene productions by casting them using the second half of the class as its actors. The playwrights give basic direction and any needed background. 18

B. The above process is repeated with the second half casting their scenes and giving their actors any needed information. Remainder of class if any, is rehearsal time. Lesson 9-10: A. All scenes are given the first 15 minutes to rehearse. B. Remainder of class is for informal performances of scenes. C. After each scene the class should discuss the scene and whether it fulfills the requirements of the script writing rubric and constructive criticism on the creativity of the script. D. Students are given the self-evaluation forms to complete at home. Assessment: The teacher will assess each student using the rubric that the student’s were given at the beginning of the project. Students will do a self evaluation using the same rubric plus additional questions concerning the student’s reactions and feelings at hearing and seeing his/her written work interpreted by other students. Special Considerations: This lesson should be done only after the students have had experience reading a variety of scenes and plays and understand the concept of dramatic structure. They should also have experience performing reader’s theatre, as that is the performance style in which the scenes will need to be done. For teachers who do not have access to computers, the plays may be hand written and then photocopied for the actors. The time frames given may need to be increased or decreased, depending on class size, required length of scene, computer proficiency, and expected level of scene performance.

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Submitted by Robinelle Adams Winston-Salem/Forsyth County Schools

Lesson Title: Rhythmic Expression Grade Level or Course: Seventh Grade - Beginning Drama Time Allotment: 45 minutes Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 2.0l Identify and practice techniques for physical and vocal conditioning. 2.02 Employ physical and vocal skills to create believable characters 2.04 Utilize research, observation, and acting skills to create characters in formal and informal presentations. 2.05 Use acting vocabulary such as motivation, objective and blocking Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas: Grade 7, Music - 8.01 Compare in two or more arts areas how the characteristic elements of each art form can be used to transform events, emotions or ideas into works of art. Lesson Objective(s): Identify movement Define rhythmic and expressive movement Understand the importance of movement in theatre Participate in rhythmic and expressive activities Materials/Equipment Needed: Ball, music selection, Hand drum Lesson Procedure: A. WARMUP: Create a pattern of beats with both hands and ask the class to perform the same pattern as heard. After a series of patterns modeled and performed, discuss rhythm, movement and their importance to the actor. B. Have the students form a circle. A ball will be passed around the circle. Each student must match the rate of the drumbeat. Play a musical selection, asking the students to move to the rhythm of the music. After this exercise, make the following sounds: Whistling; Snoring; Laughing; Whispering; Scratching; Swishing; Booming; Tapping; (Create others). Ask the students to move to these sounds, varying them in intensity and dynamics. C. Move to the teacher's drum as an animal might move. For example: A rabbit, a bear, a cat, a fly, etc.

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D. Introduce the concept of expressing feelings through physical movement. For example facial expressions. Using your hands, arms, neck, face, etc., express these emotions: anger, sadness, jealousy, grief, etc. Using these emotions, listen to a piece of music. Have the students demonstrate an emotion through the bodily movement they feel best expressed by this music. E. Tell the students to imagine you are a piece of bacon in a frying pan. Someone has started cooking when the phone rings. How would you move in the frying pan while the cook is one the phone? Imagine that you have been hit with a baseball, coming down with the flu, got an F on your report card, have been called into the principal's office. Have the students suggest several situations. Assessment : A. Have the students discuss the importance of movement to the actor as well as to the audience. B. Let them discover the ability to communicate through bodily or expressive movement without words. Using observation, have the students work in partners. They must express an emotion (written on a note card) using only numbers. Person A greets person B saying only "l - 2 - 3 - 4" while person B responds with "5 - 6 - 7 - 8." This can evolve into a more extended conversation with the audience trying to guess what is going on based on facial expression and bodily movements. Are the expressive movements clear to the audience? How so? How not? What could be changed to make it more easily understood? C. Identify the similarities and differences in the meanings of rhythm, pattern, mood, and emotion as they are used in dance, in music, and in theatre arts. D. Compare moving expressively and moving rhythmically. Special Considerations: This lesson is used with beginners in middle school drama to make them aware of the importance of rhythm and expression in the movements. It serves to make them feel more comfortable with their bodies and leads naturally into narrative, creative and improvisational theatre as well as story dramatization.

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HIGH SCHOOL LESSON PLANS

Submitted by Stephanie Decker Cumberland County Schools

Lesson Title: Garbage Bag Costume Creations Grade Level or Course: Theatre Art II Time Allotment: One class session (45 minutes) Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: Goal 2: The learner will act by interacting in improvisations and assuming roles. 2.06 Use improvisation to retain spontaneity and ensemble 2.13 Use theatre vocabulary appropriate to Theatre Arts II Goal 3: The learner will design and produce theatre by conceptualizing artistic interpretations for informal or formal productions. 3.01 Understand, discuss and/or write about the components of theatre: scenery, costume, makeup, lighting, sound, and props. 7.01 Demonstrate giving and receiving constructive criticism Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas: None provided Alignment with NC High School Exit Exam: (check domain and write objective number(s) X Communication Learner will listen carefully and thoughtfully to understand, evaluate, and synthesize information. _____Processing Information _____Problem Solving _____Using Numbers and Data Lesson Objective(s): Students will gain an understanding of the importance of costumes in determining a character's age, gender, and personality. Each student working in a small group will be given a chance to design costumes for a short improvisational scene to be performed in front of the class. Students will have an opportunity to assess each costume after each performance through an informal discussion regarding the success of the costume to convey age, gender, and personality.

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Materials/Equipment Needed: Plastic garbage bags - the larger kitchen variety works best (therefore one size fits all) Scissors Tape or even a stapler Lesson Procedure: 1. Discuss with students the basics of costumes (age, gender, and personality to name just a few). Point out how every person that he/she sees on a daily basis is wearing a "costume". People are identified by what they wear, especially on the high school level. The students can discuss the "costumes" they see or notice every day. Using the plastic bags in creative ways each student will have the chance to become a costume designer and to show off his/her design to the class. 2. Show the students how a plastic garbage bag can become a costume with a little imagination and tape. Imagine a character based on student feedback and create a costume piece to fit that character's age, gender, and personality. The costume piece could be a skirt, a hat, a shirt, an armband, etc. 3. Form small groups of three or four students. Each student should have a garbage bag of his/her own. The students will discuss what kinds of characters will be played and what costume piece would best represent that character. Constantly remind the students about the need to develop a situation where the characters would encounter each other. Give the students about ten minutes to develop characters, a scene and then to design a costume. 4. Each group should then "take the stage" to perform the short improvisational scene that was developed. Assessment: Group Assessment - After each scene is performed take a few moments to discuss with the class the age, gender, and personality of each character. Make sure to ask the students if the information given by the costume was clear and understood by the audience. If the information was clear then the costume was "successful", if not then you are able to discuss what would have made the costume more effective. Self-Assessment - After the class has discussed the costume pieces the students in the small group will have a chance to discuss what the group's idea was and if the audience understood that idea. If the idea was not conveyed well then the students can brainstorm on how the costume piece could have been done differently. Special Considerations: None

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Submitted by Stephanie Decker Cumberland County Schools

Lesson Title: Writing a Monologue Grade Level or Course: Theatre Arts II or III Time Allotment: Five (45 minute)Class periods Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: Goal 1: The learner will write based on personal experience and heritage, imagination, literature, and history. 1.05 Write a monologue. Goal 2: The learner will act by interacting in improvisations and assuming roles. 2.01 Identify ways to improve relationships as a person and as a performer. 2.06 Use improvisation to retain spontaneity and ensemble. 2.07 Demonstrate and expend dramatic concepts through improvisations (it also develops a perception of self through observations of self and others). 2.08 Use improvisation as an approach to scripted material. 2.13 Use theatre vocabulary appropriate in Theatre Arts II. 2.14 Analyze self and others verbally and through keeping entries in a journal. 7.01 Demonstrate giving and receiving constructive criticism. 7.02 Evaluate personal progress through the creation and use of a portfolio of theatre work. Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas: English - The students will participate in the creative process of developing and writing personal monologues. Each monologue will require a rough draft, rewrites and a final script for performance. Computer - The student will type the monologue in the computer lab using computing, typing, and editing skills. Personal Development - The student is being asked to confront someone in the monologue, which will attain personal development and awareness of self. Alignment with NC High School Exit Exam: (check domain and write objective number(s) X Communication - Learner will apply rules of standard English to written text. ____ Processing Information ____ Problem Solving ____ Using Numbers and Data

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Lesson Objective(s): As part of their study of monologues the students will be able to write monologues based on personal experience. The monologues will be written based on improvisational partner work conducted in front of the entire class. Emotional recall techniques are employed to elicit an emotional response from the actor and obtain an emotional connection with the audience. Each student will be given the opportunity to type the monologue and read the finished piece in front if the class for a final assessment. The completed monologues and assessments will be placed in the student's portfolio as a sample of his/her work. Materials/Equipment Needed: Two chairs for the actor to use while on stage. Paper and a pen/pencil. Access to computers. Lesson Procedure: Lesson 1: A. Discuss the role of honesty in theatre, especially ensemble work. Emphasize the importance of being trustworthy and taking a risk. They will be incorporating what they have learned about improvisation and dramatic action, with their original ideas to create a personal monologue. Give students a copy of the Three Essentials of monologues so they will understand what is expected from their monologues. B. Discuss the Three Essentials of a successful monologue - talking to someone, powerful/personal emotion, and it has a point. Read a couple examples of powerful monologues from contemporary plays or monologue collections. C. Remind the students that the most powerful pieces come from personal experiences. Help the students think of one person in their lives who effects them the most - the one person who can make them happier or angrier than anyone else they know (this one person can be a relative or friend). On a blank piece of paper have the students write on sentence that they would say to that person if they could say anything without repercussions. Inform the students that this is their one chance to say what is one their mind without getting in trouble or being found out. Tell the students to bring the sentences with them the next day. Lesson 2: A. Remind the students about the essential ingredients of a powerful monologue and have them take out their sentences. B. Once each student has reacquainted themselves with the sentences it is time for the improvisational section. The students one at a time take the stage. The student is to imagine that one person sitting silently in the chair across from them. The student is to read or state the sentence once and wait a few moments. After a few moments of silence the student is to start with the one sentence again but this time continue speaking what is on their mind until they are satisfied. Remind the students that this is their chance to "get it all out". C. Every student is to participate in this exercise. This portion may take two class sessions to complete. D. Once they have improvised the encounter on stage have the student return to their seat to jot down the main points of what they said and to expand on it. Each student should have approximately a page worth of writing based on the improvised encounter. 25

Lesson 3: A. Remind the students of the project and the importance of honesty, trust and risktaking. Affirm the progress made so far. B. This class period should be spent finishing those students who did not have a chance to improvise their personal encounter. If the class finishes before the allotted time period they should work on writing out a rough draft of the monologue. A rough draft should be completed in class by hand. C. If everyone finishes the rough draft you may have time to read some of the rough drafts aloud. This creates a feeling of ensemble. Lesson 4: A. Review the main points of writing a monologue. B. The students will be typing during this class period. Each student should have a typed monologue by the end of this lesson. Using the available computers each student will utilize their knowledge of computing and editing to create a final original piece. Lesson 5: A. Have each student do a dramatic reading of the final piece for the class. B. Using the assessment standards students may constructively criticize the monologues. You may want to use the PAM process for constructive criticism (praise: ask questions: make suggestions). C. After each student has completed the dramatic reading have him or her reflect in their journals about the experience of writing a personal monologue. Have the students comment on what they learned about theatre, themselves and the other students in the class. File the monologue and the assessment in the student's portfolio. Assessment: Self-Assessment of individual work: Students will self assess using the Three Essentials of monologues. Teacher-Assessment of individual work: The teacher will assess students using the Three Essentials and other known criteria. Special Considerations: It is imperative that the class is a working ensemble. Each student must feel a sense of security within the classroom. A reluctance to read and experience true emotion in front of peers is normal however each student must understand their responsibility in this unit. Every student is being asked to share with the class a rather personal emotion through improvisational recall techniques in order to experience the power of theatre and to experience the creative process as artists.

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Submitted by Laurel Eury Johnson Winston-Salem/Forsyth County Schools

Lesson Title: Costume and Make-up Shakespeare Style Grade Level or Course: Theatre Arts III Time Allotment: One days (90 minute periods) Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 1.02 Examine and use playwriting techniques used to develop characters, plot, and theme through asides, soliloquies, allegory, symbol, mood and metaphor. 1.03 Understand and use the functions of characters in plays such as foil, protagonist, antagonist, incidental and agent of fate. 1.06 Research playwrights' lives and/or work. 2.10 Explore and demonstrate non-western theatre practices. 3.01 Take an active role in the technical aspects of formal and informal productions. 2.12 Continue to evaluate strengths and weaknesses of self and others verbally and through writing entries in a journal. 3.03 Write critiques of the technical aspects of a formal or informal production. 3.04 Demonstrate, discuss and/or write about the components of technical theatre: scenery, costumes, makeup, lighting, sound and props. 6.02 Demonstrate an understanding of theatre as a collaborative art. Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas: English IV 1.02 Respond to texts so that the audience will: Empathize with the voice of the text. Make connections between the learner’s life and the text. Reflect on how cultural or historical perspectives may have influenced these responses. Examine the learner’s own response in light of peers’ responses. Recognize features of the author’s use of language and how the learner relates these features to his/her own writing. Alignment with NC High School Exit Exam: (check domain and write objective number(s): _X_ Communication: 3. Learner will evaluate ideas and information to make informed decisions 5. Learner will evaluate information in order to recognize the author’s purpose, raw conclusions, or make informed decisions.

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_X_ Processing Information: 11. Learner will synthesize information from several sources to apply that information to a new situation. ____ Problem Solving ____Using Numbers and Data Lesson Objective(s): As part of their study of William Shakespeare and theatre history, students will create original costumes and make-up for a puppet presentation of a scene. Each student will clothe and make-up one puppet, as well as perform that part in the show. Students will use a rubric for self/group evaluation. Background information will be researched using traditional and technological methods. The puppet shows will be performed for various classes, and rubrics will be distributed to the class. A journal/folder will be kept throughout this study. Materials/Equipment Needed: Script for a scene, access to computers/research materials, rubric for evaluation (developed in class with teacher guidance), materials for puppet-making (as simple or as extensive as the teacher chooses), journal/folder for reflection Lesson Procedure: Lesson 1: A. Inform students that they will be researching costumes and make-up from the Elizabethan era. They will be incorporating their new knowledge into a Shakespearean puppet show in which they will be responsible for costume and makeup design. Part of their evaluation will be performance-based. B. Create a rubric so students will know what the expectations are. Include historical accuracy as well as the basics of puppetry performance. C. Model expectations by showing a puppet being dressed and made-up for a show. D. Read and analyze the chosen scene for performance. Discuss why characters are different and what physical limitations, costumes and make-up may cause. Include questions about Shakespeare’s use of language and how he provides clues to characterization through dialogue. E. Explore the WHY of costuming and make-up for particular characters. Record opinions of characters and ideas for costuming and make-up in journal/folder. F. Begin research of costumes and make-up for Shakespearean theatre. Lesson 2: A. Students will complete research of costume and make-up. B. Have students create a drawn and written plan for costume and make-up using a blank worksheet, which shows a body and face. Cloth may be used as well as colored pencils or crayons/markers. Include in journal/folder. C. Have students write an explanation of why this plan for costume/make-up was chosen. Include details from research that support the plan. Lesson 3: A. Provide students with materials for costuming puppets and coloring faces (make-up). Encourage quality and creativity. 28

B. Allow time as needed. Puppet show rehearsals may begin with even pieces of puppets completed. C. Allow time for journal/folder reflections Lesson 4: A. Provide time to finish puppets and rehearse. B. Discuss with the class whether the original plans worked and the reasons for change. C. Remind students of their rubrics to be filled out after the performance. D. Allow time for journal/folder reflections Lesson 5: A. Perform puppet Shakespearean scene for other classes. B. Lead discussions with classes about costuming and make-up in Elizabethan era. C. Allow students to be the experts and add as needed. D. Within the class, distribute rubrics and have students fill out E. Encourage constructive criticism of performances and costuming/make-up F. Allow time for final journal/folder reflections Assessment: Assessment of group or individual work: Students will self and group assess using a rubric designed by the students and teacher. The rubric should incorporate students’ ability to evaluate group work. Assessment of individuals: the teacher will assess each student using the rubric with which the students have evaluated themselves and their groups. The teacher will have established an ongoing dialogue with the student through journal/folder. Special Considerations: This lesson should be completed after a basic study of Shakespeare and his theatre style, including his primary objective: entertainment. Pointing out to students the lack of stage direction and the reasons behind the language is essential. When Theatre III is combined with other levels, several additions may be made to this lesson. Theatre IV could direct, V and VI could build a Globe puppet stage, a group could be responsible for researching and adding music or sound, etc. The Shakespeare’s Globe web site (www.shakespeares-globe.org) is a wonderful tool. Students may see period clothing and make-up, view a downloadable video of an actor preparing for stage (clothing and make-up), and interact with actors through online conferences. There is also a virtual tour of the theatre. For those with limited resources, keep in mind that this project does not have to be expensive. The puppets may be as simple as dolls dressed up in simply stitched scraps and paper plate faces, or construction paper clothing on paper dolls. For the very brave with unlimited resources, the sewing classes, music classes, and art classes may be involved. In short, this project can range from the very basic to the very finished depending on your time limits.

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Submitted by Ann Moye Winston Salem/Forsyth County Schools

Lesson Title: Studying the American Musical Theatre Grade Level or Course: Theatre Arts III Time Allotment: six ninety minutes periods Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 1.03 Understand and use the functions of characters in plays such as foil, protagonist, antagonist, incidental and agent of fate. 1.04 Learn and relate how the central dramatic question shapes a play. 1.06 Research playwrights' lives and/or work. 2.06 Understand and participate in ensemble. 3.04 Demonstrate, discuss and write about the components of technical theatre: scenery, costume, makeup, lighting, sound, and props. 4.01 Analyze a play as a director. 5.01 Read and research a play; view a production of the play and evaluate. 6.01 Demonstrate an understanding of theatre as synthesis of all arts. Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas: English Language Arts: 1.02 Articulate insightful connections between life and literature, and consider the historical significance. 2.02 Examine and explain how culture influences language… 4.01 Interpret meaning for an audience Alignment with NC High School Exit Exam: (check domain and write objective number(s) __x__ Communication 4 __x__ Processing Information 11 _____ Problem Solving _____ Using Numbers and Data Lesson Objective(s): • Students will gain a greater appreciation for musical theatre given the opportunity to view a live or a taped rendition of a Broadway musical. • They will be able to see how the voice and body work together as a unit to produce such a show. • Themes and characterization techniques will be explored. • Advance level students will discover the group dynamics necessary to produce such a performance. 30

• •

Students will be able to articulate their critical looks at professional acting considering voice, costuming, setting and ensemble work. Finally, students will see that literature serves as a bases for articulating common themes/concerns or problems in society.

Materials/Equipment Needed: Videos of Broadway shows, paper, pen ,TV, space for work/performance, and evaluation forms for assessment and self evaluation Lesson Procedure: Day 1: Introduce lesson to students explaining the impact or effect of musical theatre. Permit students to select the musical which they will research after Having been divided into groups for this study. Make specific assignments to each group member specifying his/her Responsibility or focus while watching the video or live performance. Day 2: Begin showing or watching the musical. Each student will perform his special task while watching the show. Day 3: Share the findings and your particular assignment in small group. Group will prepare their presentation for the entire class. Day 4: Small groups will share with the entire class. Day 5: Groups will then select a small segment from the show to present to the class. They will then share why this is a meaningful excerpt. Day 6: Teacher does the formal evaluation that may be written or a visual representation of the musical. Assessment: Each student will create a playbill that represents all aspects of the musical that he or she has studied. Special Considerations: Only serious students who wish to learn more about theatre should undertake this assignment. New York seems so far away, and they only see is the glitter of the stage. An in depth study will clarify the tremendous amount of work which goes into a musical production.

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INTRODUCTION TO CLASSROOMS ASSESSMENTS Assessment is an integral part of instruction. A combination of teacher, peer, and selfassessment should be employed in the arts education classroom. The method of assessment used will depend on the purpose of the assessment. The following are some types of assessments that may be used in the arts education classroom: Selected response In selected response assessments, students must choose the most appropriate response for the matter being assessed. Examples of selected responses include multiple-choice, matching, and true-false items. Written response The use of written responses can be informal or formal and may take many forms. Examples of written responses that may be used for assessment include student drawings, compositions, etc; open-ended questions; journals and learning logs; short answer items; discussion questions; essays; research papers; and reports or reviews. Performance Performance assessment is often used in arts education. Examples of performance assessments include performance tasks, oral presentations, and projects or products. Conversations Conversations may provide the teacher with insight into student learning and understanding. Examples of conversations that may be used for assessment include interviews; informal discussions; oral questions posed to the whole class or to individuals; Socratic seminars; and student conferences. Observations The arts educator is a master at using observation to diagnose, monitor and summarize student learning. Because the arts involve “doing,” it is typical for students studying the arts to receive constant feedback and make refinements and adjustments according to observations and feedback provided from peers, teachers and themselves. Observations may be of formal, prompted behaviors or informal, unprompted behaviors. Methods of documenting observations for assessment include checklists, anecdotal records, matrices, and other written documentation. Portfolios Portfolios may contain many different types of documentation for what students know and are able to do. Items in a portfolio may be teacher-selected, student-selected, or a combination of these. Teachers are encouraged to have their students create and maintain portfolios, which may contain a combination of their written, audio, or visual examples of work. Students may monitor their personal progress through the creation and ongoing use of a portfolio. Additionally, portfolios may be used across several grade levels or courses to show student progress and growth. 32

Appropriate assessment must be authentic and linked to learning targets that are identified in the North Carolina Standard Course of Study. The assessment process is ongoing, as part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning. For more information on classroom assessment, please see: Classroom Assessment: Linking Instruction and Assessment, available through NCDPI Publications (www.ncpublicschools.org). Assessment Items in the Teacher Handbook The assessment items contained in the Teacher Handbook were developed for teachers by teachers. You may access assessment items by grade span and by individual items within each span. This database of assessment items may be added to as further items are developed. Those interested in contributing assessment items to the Teacher Handbook should contact Bryar Ted Cougle, Arts Education Consultant, NCDPI, at 919-807-3855 or [email protected]. The assessment items developed are organized in the following format: Title; Grade Level or Course; Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12; Link with Other Subject Areas; Type of Assessment; Type of Item; Alignment with the NC High School Exit Exam; Assessment Item; Scoring Information; Teacher Notes, and Other Related Items. Some assessment items are linked to particular lesson plans. These items are noted in the table of contents and within the items themselves. The assessment items are not designed to be used as a step-by-step “cookie cutter” approach to assessing objectives from the SCS, but rather as a starting point to help teachers see how particular goals and objectives from the SCS may be assessed in the classroom. Perhaps a teacher reading through one of the items may use the assessment as a place to begin with when designing his/her own assessments for students. Assessment Items should be modified to meet the individual learning needs of students within the classroom.

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ELEMENTARY ASSESSMENTS Submitted by Julie Gerber Wake County Schools Assessment Title: Writing a Scene with NC History Grade Level or Course: Fourth Grade Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 1.01 Participate in small group playwriting. 1.02 Create and enact short stories, poetry or personal experiences about North Carolina. 1.05 Utilize playwriting skills to indicate the sequence of events. 1.07 Apply playwriting skills by writing monologues, dialogues and short scenes. 2.01 Develop skills to identify characters and cast roles from a variety of texts that reflect upon heritage, culture and history. 2.03 Participate in dramatic activities that deal with conflict and emotions. 2.04 Create characters and events to use in the dramatic process. 2.05 Create dramatizations based on texts. 2.07 Assume the role of a variety of real and non-real characters. 3.01 Participate in making artistic choices in a small group. 4.02 Demonstrate responsible behavior such as sharing, flexibility, negotiating and teamwork. 4.03 Make decisions and accept responsibilities in the dramatic process. 4.05 Compromise with peers in small group decision making about artistic choices. 4.09 Recognize ways to display characters' thought processes. 4.10 Use rehearsal time effectively to brainstorm, experiment, plan and rehearse. 5.01 Express through characterization meaning inferred from a text. 5.06 Investigate text to determine Who, What, When, Where, Why and How. 5.07 Reference forms of literature other than scripts to support dramatic presentations. Link with other subjects: ♦ Writing Process ♦ Imaginative Narrative Story Format

Type of Assessment: _____ Diagnostic ___x_ Monitoring _____ Summative (You may check more than one)

Alignment with NC High School Exit Exam: None provided

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Type of Item: _____Selected Response _____Written Response _____Performance _____Conversation ___x_ Observation

Assessment Item: A. Students will look over the group work rubric for the guidelines for how they will be graded during their practices. B. Students will work together to plan and create a scene from a historical even. C. As students are working, they will look at their rubric to make sure they are contributing and participating in a satisfactory manner. D. When their practice time is finished, the student will self-evaluate their own work. The teacher also can evaluate the group work with another rubric. (A group work rubric could be filled out after each practice if the lesson covers several days.) E. Each group will share their NC History scene for the class and be graded using a rubric to evaluate their performance and their script. Scoring Information: A. Group Work Rubric (See attached) B. Performance Rubric (Coming Soon!) C. Script Rubric (Coming Soon!) Teacher notes None Other related items: None

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Names: _________________________________________________________________

Drama Group Work Rubric 4 - commendable

3 - satisfaction

2 - fair

1 - needs improvement

All group members stayed focused on the assignment

Most group members stayed focused on the assignment

One to two members had difficulty staying focused, goofed off, or talked about other topics

Group members did not focus at all

Contribution

All group members contributed ideas to or ask questions about the project

Most group members contributed ideas to or ask questions about the project

One or two members dominated the process and others did not share

Only one person carries the workload

Listening & Respect

All group members listen when others talk and speak respectfully to one another

Most group members listen when others talk and speak respectfully to one another

One to two members did not listen and allow others to talk OR are disrespectful to others

All members are not listening to each other and are not respectful to each other

Individual Contribution

I fully participated and contributed to the group. I was responsible for:

I participated and contributed but could have done more. I was responsible for:

I did not contribute or participate very much with my group. I was responsible for:

I did not contribute to or participate in my group at all.

Focus

Comments:

Grade:

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Names: ________________________________________________________________

NC History Script Rubric 4 - commendable

3 - satisfaction

2 - fair

1 - needs improvement

Story is organized well with a clear beginning, middle and end; clearly communicates character, setting, objective and problem

Some ideas are not clear such as a character, setting or objective

Most information is unclear; or scenes jump around with no explanation

All historical information is included and correct such as names, settings, dates, etc.

Most historical information is included; one to two facts left out

Many historical facts No historical facts left out of the script included in the script

Correct script format Script Format with no quotation marks; action in parentheses, setting included, character list

A few mistakes in script format; used quotation marks; no parentheses around action

Many mistakes in script format

No use of script format

All group members have at least one line

One to two individuals have all the dialogue; others have just one line

Some group members have no dialogue

Organization

Content

Workload

All group members have an equal amount of dialogue

Comments:

Grade:

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No organization of beginning, middle, or ending; story outline is unclear

Names: ________________________________________________________________

Drama Performance Rubric

Stage Presence

Delivery

Performance Level

Creativity

4 - commendable

3 - satisfaction

All performers could be seen

One or two performers turn their backs to the audience

Most performers turn their backs to the audience

All performers turn their backs to the audience

All performers used a voice that was clear and loud enough to be heard

Most performers used a voice that was clear and loud enough to be heard

Audience had difficulty hearing some of the performance

Audience could not hear and of the performance; it was too quiet or students mumbled

A smooth performance: all performers knew and remembered the action and dialogue

A student whispered Students whispered once to remind others frequently to remind what to do or say others what to do or say

Performance stopped because actors did not remember what to do or say

The scene had numerous unique ideas in dialogue, action, sound, and setting (use of blocks)

The scene had one to two unique ideas in dialogue, action, sound, and setting

Students could not make any decisions to practice the scene

Comments:

2 - fair

The scene is very simple with basic dialogue and action

Grade:

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1 - needs improvement

MIDDLE SCHOOL ASSESSMENTS (None provided by teachers at this time) HIGH SCHOOL ASSESSMENTS Submitted by Laurel Eury Johnson Winston-Salem/Forsyth County Schools Assessment Title: Costume and Make-up Shakespeare Style Grade Level or Course: Theatre Arts III Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 1.02 Examine and use playwriting techniques used to develop characters, plot, and theme through asides, soliloquies, allegory, symbol, mood and metaphor. 1.03 Understand and use the functions of characters in plays such as foil, protagonist, antagonist, incidental and agent of fate. 1.06 Research playwrights' lives and/or work. 2.10 Explore and demonstrate non-western theatre practices. 3.01 Take an active role in the technical aspects of formal and informal productions. 2.12 Continue to evaluate strengths and weaknesses of self and others verbally and through writing entries in a journal. 3.03 Write critiques of the technical aspects of a formal or informal production. 3.04 Demonstrate, discuss and/or write about the components of technical theatre: scenery, costumes, makeup, lighting, sound and props. 6.02 Demonstrate an understanding of theatre as a collaborative art. Type of Assessment: Link with other subjects: Type of Item: _____ Diagnostic English IV 1.02 – Respond _____ Selected Response __X_ Monitoring to texts so that the audience __X_ Written Response __X_ Summative will: empathize with the _____ Performance (You may check more than one) voice of the text, make _____ Conversation connections, reflect, _____ Observation examine, and recognize author’s language Alignment with NC High School Exit Exam: (check domain and write objective number(s) __X__ Communication 3, 5 __X__ Processing Information 11 _____ Problem Solving _____ Using Numbers and Data

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Assessment Item: A. The students will create and continuously update a journal and/or folder based on their experiences with this lesson. They will respond to questions such as : What is this scene about? Which characters interest you? Why? How would you imagine certain characters dressed? What words or phrases provide readers insight to your character? Plan a costume and make-up plot for your character. Explain your choices of color and fabric. Is your plan realistic? Historically accurate? Explain. Describe your character’s personality. How is it reflected in his dress and make-up? What type of voice or accent will you use to distinguish your character? How would Shakespeare feel about your performance? Explain. What grade do you feel you deserve based on our rubric? Explain. Also included in the journal/folder should be factual information discovered through research. B. Teacher will respond and give feedback to the student by writing comments and suggestions in the journal/folder B. After the performance, journals/ folders will be shared with the class. C. Rubrics will be placed in Journals/folders at the end of the unit as an example of the student’s growing proficiency and understanding of technical theatre. D. Students should keep this journal/folder for future reference (scholarship auditions for technical theatre, additional theatre history projects, etc.) Scoring Information: Rubric from group and self-evaluation - Knowledge of the student’s performance in order to compare process with product *note: The journal/folder may be scored individually using a teacher-created rubric or it may be scored as part of the whole product, in which case the journal would count as part of the rubric created by students and teacher Teacher notes: This assessment is based on the “Costume and Make-up Shakespeare Style” project. Students should have a solid background of Shakespeare and his style before completing this project. They should also have knowledge of performance techniques, and ability to self-evaluate fairly and accurately. They should know that quality performances are important when representing theatre arts classes to other subjects, but with extreme time limitations, an in-house performance is entirely plausible. The important aspect of this project is the process, not the product. Other related items: Check out the Shakespeare’s Globe web site at www.shakespeares-globe.org for sample entries in actor and crew journals. These will help students understand that theatre is a collaborative process.

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TIPS (None provided by teachers at this time)

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Resources that Assist with or Demonstrate Curriculum Integration (None provided by teachers at this time)

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