West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-044K - 21st Century Theatre Content Standards And Objectives For West Virginia Schools (2520.11) › Section 126-44K-4 - Summary of the Content Standards and Objectives

Current through Register Vol. XLI, No. 28, July 12, 2024
4.1. The West Virginia Board of Education has
				the responsibility for establishing high quality standards pertaining to all
				educational standards pertaining to all education programs (W. Va. Code §
									18-9A-22). The content standards
				and objectives provide a focus for teachers to teach and students to learn
				those skills and competencies essential for future success in the workplace and
				further education. The document includes content standards for theatre, an
				explanation of terms; objectives that reflect a rigorous and challenging
				curriculum; and performance descriptors.
West Virginia Department of Education
West Virginia Board of Education Policy 2520.11
21st Century Theatre
				  Content Standards and Objectives for West Virginia Schools
Steven L. Paine
State Superintendent of Schools
Foreword
A 21st century theatre curriculum
				  is an increasingly important aspect of developing learners prepared for success
				  in the 21st century. Thus, the West Virginia Board
				  of Education and the West Virginia Department of Education are pleased to
				  present Policy 2520.11, 21st Century Theatre Content
				  Standards and Objectives for West Virginia Schools. The West Virginia Theatre
				  Standards for 21st Century Learning include
				  21st century content standards and objectives as
				  well as 21st century standards and objectives for
				  learning skills and technology tools. This broadened scope of curriculum is
				  built on the firm belief that quality engaging instruction must be built on a
				  curriculum that triangulates rigorous 21st century
				  content, 21st century learning skills and the use of
				  21st century technology tools.
A committee of educators from different areas of the state
				  convened to revise the arts content standards and objectives. The overarching
				  goal was to build a rigorous, relevant and challenging arts curriculum that
				  would prepare students for the 21st century. West
				  Virginia educators played a key role in shaping the content standards to align
				  with national standards and best practice in the field of theatre education.
				  The contribution of these professionals was critical in creating a policy that
				  is meaningful to classroom teachers and appears in a format that can easily be
				  used and understood. Policy 2520.11 is organized around the three major
				  components of a standards-based curriculum: learning standards, instructional
				  objectives and performance descriptors. The learning standards are the broad
				  descriptions of what all students must know and be able to do at the conclusion
				  of the instructional sequence. The accompanying grade-level objectives are
				  specific descriptors of knowledge, skills and attitudes that when mastered will
				  enable the student to attain the standard. The instructional objectives guide
				  instructional planning and provide a basis for determining appropriate
				  assessments, instructional strategies and resources. The performance
				  descriptors provide the basis for assessing overall student competence of grade
				  level standards. The performance descriptors define the five student
				  performance levels ranging from novice to distinguished. With the ultimate goal
				  of "learning for all," these descriptors allow the teacher, students and
				  parents to judge the level of student proficiency in each
				  21st century learning standard.
In combination, the use of learning standards, instructional
				  objectives and performance descriptors become a comprehensive guide for
				  delivering a rigorous and relevant theatre curriculum to all West Virginia
				  students. These elements, when used to guide the instructional process and when
				  delivered with the creativity and instructional expertise of West Virginia
				  teachers, will become a powerful resource for preparing students to meet the
				  challenges of the 21st century.
Steven L. Paine
State Superintendent of Schools
Explanation of Terms
Content Standards
are broad descriptions of what
				  students should know and be able to do in a content area. Content standards
				  describe what students' knowledge and skills should be at the end of a K-12
				  sequence of study.
Objectives
are incremental steps toward
				  accomplishment of content standards. Objectives are listed by grade level and
				  are organized around the content standards.Objectives build across grade levels
				  as students advance in their knowledge and skills.
Performance Descriptors
describe in narrative
				  format how students demonstrate achievement of the content standards. West
				  Virginia has designed five performance levels: distinguished, above mastery,
				  mastery, partial mastery and novice. Performance Descriptors serve two
				  functions. Instructionally, they give teachers more information about the level
				  of knowledge and skills students need to acquire. Performance levels and
				  descriptors are also used to categorize and explain student performance on
				  statewide assessment instruments.
Numbering of Standards
The number for each content standard is composed of four
				  parts, each part separated by a period:
$ the content area code is TH for Theatre,
$ the letter S, for Standard,
$ the grade level or performance level
$ the standard number.
Illustration: TH.S.LI.3 refers to Level 1 Theatre content
				  standard #3.
Numbering of Objectives
The number of each objective is composed of five parts, each
				  part separated by a period:
$ the content area code (TH for Theatre),
$ the letter O is for Objective,
$ the grade level or performance level
$ the number of the content standard addressed, and
$ the objective number.
Illustration: TH.O.LII.4.5 refers to a Theatre Level 2
				  objective that addresses standard #4 in Theatre, the fifth objective listed
				  under that standard.
Numbering of Performance Descriptors
The number
				  for each group of three performance descriptors is composed of four parts, each
				  part separated by a period:
$ the content area (TH for Theatre),
$ the letters PD are for Performance Descriptors,
$ the grade level or performance level and
$ the standard number.
Illustration:
TH.PD.LI.2
refers to Theatre
				  performance descriptors for Level 1 Theatre, content standard #2.
Unique Electronic Numbers (UENs)
Unique Electronic Numbers (or UENs) are numbers that help to
				  electronically identify, categorize and link specific bits of information. Once
				  Policy 2520.11 is available on the Web, each standard, each objective, and each
				  group of five performance descriptors will have a Unique Electronic Number
				  (UEN) that will always remain the same.
The codes printed in Policy 2520.11 form the basis of the
				  UENs. The only additional set of numbers that will be added to each code to
				  formulate its UEN will be a prefix that indicates the year and month that a
				  particular version of Policy 2520.10 is approved by the State Board of
				  Education.
The prefix for the UENs for each content area in Policy
				  2520.11 is noted at the top of each page containing standards, objectives and
				  performance descriptors. As sections of 2520.11 are revised, UENs will be
				  changed to reflect the new approval date.
UENs (Unique Electronic Numbers) are unique numbers that
				  facilitate implementation of WV Standards into Electronic formats such as
				  Databases and XML Files. The WV Department of Education encourages everyone who
				  is going to use the WV 21st Century Content
				  Standards in any kind of electronic distribution, alignment, or software
				  development to use the UENs so that all efforts can be cross-referenced and
				  there is consistency across initiatives.
Illustration: The UEN for beginning level 1 Theatre, standard
				  #5 will be "200607.TH.S.LI.5".
Abbreviations
TH
Theatre
LI
Theatre Level I
LII
Theatre Level II
LIII
Theatre Level III
LIV
Theatre Level IV
Other Abbreviations
PD
Performance Descriptors
O
Objective
S
Standard (Content Standard)
THEATRE- POLICY 2520.11
ADOLESCENT THEATRE EDUCATION - POLICY
				  2520.11
Theatre is one of the four programs of study from which an
				  elective course may be chosen to fulfill the graduation requirement of one
				  course in the arts. Theatre electives must be offered to accommodate at least
				  one level of student achievement (Theatre I). Electives must be provided to
				  accommodate four sequential levels of student achievement (Theatre I -
				  IV).
The number of class periods for which theatre is offered will
				  depend upon enrollment and the availability of space for acting, constructing
				  costumes, scenery, and properties. Theatre classes provide opportunities for
				  both individual and group projects. For this reason, students working at two,
				  three, or four different achievement levels may be accommodated in a single
				  class if the enrollment is small. The instructional objectives provided in the
				  following pages describe four sequential levels of student achievement.
*Elective Courses:
Theatre I
Theatre II
Theatre III
Theatre IV
*Four sequential levels are required to be offered
County school systems may exercise the option of offering
				  additional specialized theatre electives such as play production, technical
				  theatre, film, television, and electronic media production. Instructional goals
				  and objectives must be developed for these courses and approved by the county
				  board of education.
West Virginia's vision for education includes the integration
				  of technology throughout the curriculum so that all West Virginia students have
				  the opportunity to develop technology skills that support learning. Successful
				  learning environments provide opportunities for students to use education
				  technology interwoven with relevant curriculum content. West Virginia teachers
				  are responsible for integrating technology appropriately in the students'
				  learning environment.
Theatre Content Standards
Standard 1: Scriptwriting (TH.S.1)
Students will devise scripts through improvising, adapting,
				  writing and refining texts based on personal experience and heritage,
				  imagination, literature and history.
Standard 2: Acting (TH.S.2)
Students will act by developing, communicating, and
				  sustaining characters in improvisations and informal or formal
				  productions.
Standard 3: Designing and Producing
				  (TH.S.3)
Students will design and produce by conceptualizing and
				  realizing artistic interpretations for informal or formal productions.
Standard 4: Directing (TH.S.4)
Students will direct by interpreting dramatic texts and
				  organizing and conducting rehearsals for theatrical projects and
				  productions.
New Standard
Standard 5: Making Meaning through Connections
				  (TH.S.5)
Students will construct meaning by analyzing, comparing,
				  critiquing and integrating concepts from theatre and other art forms from a
				  variety of contexts and cultures.
Theatre I
Upon successful completion of Theatre I, students will
				  be able to adapt stories for performance; identify contemporary styles of
				  theatre/drama and depict characters in them; identify basic elements of
				  technical theatre and demonstrate technical theatre knowledge and skills. They
				  will discuss multiple interpretations for production ideas and identify how the
				  non-dramatic art forms enhance a theatre production. The student will also
				  explore how culture, historical period and context influence the creation and
				  interpretation of theatre.
Level I
Theatre
Standard: 1
Scriptwriting
TH.S.LI.1
Students will devise scripts through improvising,
							 adapting, writing and refining texts based on personal experience and heritage,
							 imagination, literature and history.
Performance Descriptors TH.PD.LI.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre I student performing at the distinguished
							 level devises scripts/stories that move well-developed characters with defined
							 wants and obstacles from exposition through resolution. The work is performance
							 ready.
The Theatre I student performing at the above mastery
							 level devises scripts/stories that move characters with wants and obstacles
							 from exposition through resolution. The work is performance ready with minimal
							 revision.
The Theatre I student performing at the mastery level
							 devises scripts/stories that move conventional characters from exposition
							 through resolution. The scripts have performance potential with some
							 revision.
The Theatre I student performing at the partial
							 mastery level develops an outline for a script/story which includes
							 conventional characters and a "beginning," a "middle" and an "end."
The Theatre I student performing at the novice level
							 develops a plot for conventional characters.
Objectives
Students will
TH.O.LI.1.01
select materials for adaptation for performance (e.g.
							 stories, children's books, myths, folktales, fables, personal experiences,
							 songs) and analyze the content of the material for dramatic elements including
							 exposition, conflict, climax, resolution, character relationships, actions and
							 obstacles.
TH.O.LI.1.02
experiment with stories to create a variety of
							 theatrical forms (reader's theatre, improvisation, tableau, pantomime).
TH.O.LI.1.03
rewrite stories to contain a simple plot structure
							 and dialogue which demonstrate understanding of basic dramatic elements
Level I
Theatre
Standard: 2
Acting
TH.S.LI.2
Students will act by developing, communicating, and
							 sustaining characters in improvisations and informal or formal
							 productions.
Performance Descriptors TH.PD.LI.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre I student performing at the distinguished
							 level consistently develops and sustains diverse, believable characters in a
							 variety of situations.
The Theatre I student performing at the above mastery
							 level uses the body and voice to develop and sustain believable characters in a
							 variety of situations.
The Theatre I student performing at the mastery level
							 uses the body and voice to develop character(s) in a variety of
							 situations.
The Theatre I student performing at the partial
							 mastery level uses the body and voice to suggest character(s) in
							 situations.
The Theatre I student performing at the novice level
							 identifies the basic elements of characterization.
Objectives
Students will
TH.O.LI.2.01
demonstrate the focus, concentration, observation and
							 believable action necessary to sustain a character, improvisation or
							 scene.
TH.O.LI.2.02
experiment with a variety of ways to use the body and
							 voice to react to actions and given situations (i.e. a child who has lost a
							 favorite toy; an old man who is hungry but has no money) in solo, partner and
							 group improvisations and performances.
TH.O.LI.2.03
create and sustain believable characters who have
							 internal and external qualities with wants, needs, objectives,and relationships
							 in solo, partner and group improvisations and performances.
TH.O.LI.2.04
discuss how style and genre influence the creation of
							 character.
TH.O.LI.2.05
communicate responsibly and respectfully in ensemble
							 efforts and during critique.
Level I
Theatre
Standard: 3
Designing and Producing
TH.S.LI.3
Students will design and produce by conceptualizing
							 and realizing artistic interpretations for informal or formal
							 productions.
Performance Descriptors TH.PD.LI.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre I student performing at the distinguished
							 level gives insightful explanation for how technical elements enhance the
							 audience's understanding of the story. This student uses theatre vocabulary
							 while collaborating with other students to create safe, functional technical
							 theatre elements. This student independently designs some elements (e.g.,
							 costumes, makeup, sound, etc.) of a theatrical project and safely executes
							 those designs.
The Theatre I student performing at the above mastery
							 level gives justifiable explanation for how technical elements enhance the
							 audience's understanding of the story. This student uses theatre vocabulary
							 while collaborating with other students to create safe, functional technical
							 theatre elements. This student develops some elements of a theatrical project
							 and safely executes that design with assistance from the instructor
The Theatre I student performing at the mastery level
							 gives plausible explanation for how technical elements enhance the audience's
							 understanding of the story. This student uses theatre vocabulary while
							 collaborating with other students to create safe, functional technical theatre
							 elements.
The Theatre I student performing at the partial
							 mastery level collaborates with other students to create safe, functional
							 technical theatre elements.
The Theatre I student performing at the novice level
							 collaborates with other students to create safe, functional technical theatre
							 elements under close supervision of the instructor.
Objectives
Students will
TH.O.LI.3.01
recognize the ways in which technical elements
							 contribute to the audiences' understanding and appreciation of a
							 performance.
TH.O.LI.3.02.
identify the basic technical elements of theatre and
							 explain how the constraints of physical space affect the use of those
							 elements.
TH.O.LI.3.03
examine a variety of dramatic texts for cultural and
							 historical clues and generate a list of production requirements.
TH.O.LI.3.04
experiment with visual and aural elements that convey
							 environments (time, place) which support the text/story. (e.g. How can we use
							 minimal scenery to convey a location? What sounds might help the audience
							 imagine the location in a scene? What costume pieces might help the audience
							 understand the status of a character? What kind of lighting will suggest
							 dawn?)
TH.O.LI.3.05
demonstrate technical vocabulary, knowledge and
							 skills to collaboratively and safely solve the problems of creating functional
							 scenery, properties, lighting, sound, costumes, and makeup.
TH.O.LI.3.06
recognize coherent stage management, promotional and
							 business plans.
TH.O.LI.3.07
articulate how each position in the production team
							 hierarchy contributes to the production process.
Level I
Theatre
Standard: 4
Directing
TH.S.LI.4
Students will direct by interpreting dramatic texts
							 and organizing and conducting rehearsals for theatrical projects and
							 productions.
Performance Descriptors TH.PD.LI.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre I student performing at the distinguished
							 level creates insightful interpretations of text and implements those
							 interpretations in basic stage composition and movement. Using the vocabulary
							 of the discipline, this student independently directs other students and helps
							 classmates interpret texts in classroom projects.
The Theatre I student performing at the above mastery
							 level creates justifiable interpretations of text and illustrates those
							 interpretations through basic stage composition and movement. He/she uses the
							 vocabulary of theatre to direct other students and help classmates interpret
							 texts in classroom projects with assistance from the instructor.
The Theatre I student performing at the mastery level
							 creates plausible interpretations of text and discusses how those
							 interpretations may be represented through basic stage composition and
							 movement. She/he tactfully communicates ideas to peers using theatre
							 vocabulary.
The Theatre I student performing at the partial
							 mastery level recognizes plausible interpretations. This student also
							 recognizes how basic stage compositions communicate meaning to an
							 audience.
The Theatre I student performing at the novice level
							 describes the duties of the director.
Objectives
Students will
TH.O.LI.4.01
identify the role and the responsibilities of the
							 director.
TH.O.LI.4.02
analyze texts for possible meanings.
TH.O.LI.4.03
research and analyze information related to the
							 historical, cultural and social context of a play.
TH.O.LI.4.04
articulate how the director's concept and artistic
							 choices affect the approach to and outcome of a scene or play.
TH.O.LI.4.05
demonstrate possible interpretations for text
							 (improvisations, scenes, plays) using a variety of techniques such as
							 discussion, stage pictures, tableaux, and pantomime.
TH.O.LI.4.06
apply the vocabulary of directing, staging and acting
							 while discussing directorial choices with a small ensemble for improvised or
							 scripted scenes.
TH.O.LI.4.07
practice respect, sensitivity and leadership in
							 ensemble activities.
Level I
Theatre
Standard: 5
Making meaning through connections
TH.S.LI.5
Students will construct meaning by analyzing,
							 comparing, critiquing and integrating concepts from theatre and other art forms
							 from a variety of contexts and cultures.
Performance Descriptors TH.PD.LI.5
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre I student performing at the distinguished
							 level utilizes knowledge of history, culture and context to interpret and
							 construct meaning in dramatic literature and performance.
The Theatre I student performing at the above mastery
							 level explains how knowledge of history, culture and context contribute to an
							 individual's interpretation and construction of meaning in dramatic literature
							 and performance.
The Theatre I student performing at the mastery level
							 recognizes how knowledge of history, culture and context contribute to an
							 individual's interpretation and construction of meaning in dramatic literature
							 and performance.
The Theatre I student performing at the partial
							 mastery level recognizes how knowledge of history, culture and context
							 contribute to an individual's interpretation and construction of meaning in
							 dramatic literature and performance with assistance from the instructor.
The Theatre I student performing at the novice level
							 describes how knowledge of history, culture and context contribute to an
							 individual's interpretation and construction of meaning in dramatic literature
							 and performance with assistance from the instructor.
Objectives
Students will
TH.O.LI.5.01
research how the other art forms are used to enhance
							 the expression of ideas and emotions in a theatre production.
TH.O.LI.5.02
identify the origins and historical uses of theatre
							 as popular entertainment and ritual within Western and non-Western
							 cultures.
TH.O.LI.5.03
research the development of dramatic forms,
							 production practices and theatrical traditions across cultures and historical
							 periods.
TH.O.LI.5.04
explore examples of dramatic literature from various
							 cultures and historical periods.
TH.O.LI.5.05
research and discuss the lives, works, and influence
							 of representative theatre artists in various cultures and historical
							 periods.
TH.O.LI.5.06
explore cultural, historical, and symbolic clues in
							 dramatic texts and determine the practicality of the information to assist in
							 making artistic choices for use in informal and formal productions.
TH.O.LI.5.07
explore the range of theatre careers including
							 performance, production, technical theatre, teaching and supporting
							 occupations.
TH.O.LI.5.08
develop personal aesthetic criteria for critiquing
							 dramatic texts and performances.
Theatre II
Theatre II students write, perform, and evaluate
				  theatre productions, identify and demonstrate selected historical style of
				  theatre/drama, and perform contemporary and classical characters' parts.
				  Students explain basic properties of technical theatre and apply that knowledge
				  and skill. They develop multiple interpretations for production choices and
				  explain how other art forms enhance a theatre production. Analysis and critique
				  of dramatic performances is required.
Level II
Theatre
Standard: 1
Scriptwriting
TH.S.LII.1
Students will devise scripts through improvising,
							 adapting, writing and refining texts based on personal experience and heritage,
							 imagination, literature and history.
Performance Descriptors TH.PD.LII.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre II student performing at the
							 distinguished level writes, performs and evaluates a scene/monologue that moves
							 a complex character(s) through exposition to resolution. The work is
							 performance ready.
The Theatre II student performing at the above
							 mastery level writes and performs scene/monologue that moves a conventional
							 character(s) through exposition to resolution. The work is performance ready
							 with minimal revision.
The Theatre II student performing at the mastery
							 level writes and performs a scene/monologue that moves a conventional
							 character(s) from exposition through resolution. The work is performance ready
							 with some revision.
The Theatre II student performing at the partial
							 mastery level develops a scene/monologue with a conventional character(s). The
							 work has performance potential.
The Theatre II student performing at the novice level
							 develops a premise for a scene/monologue with a character(s). The work is not
							 performance ready.
Objectives
Students will
TH.O.LII.1.01
devise, perform and evaluate monologues and scenes,
							 based on existing works, histories, and current events, that depict
							 well-developed characters with a range of emotions whose choices influence the
							 outcome of the story.
TH.O.LII.1.02
identify and apply a variety of theatrical
							 conventions in writing and improvisation including narration, flashback, play
							 within a play, chorus, aside, and soliloquy.
Level II
Theatre
Standard: 2
Acting
TH.S.LII.2
Students will act by developing, communicating, and
							 sustaining characters in improvisations and informal or formal
							 productions.
Performance Descriptors TH.PD.LII.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre II student performing at the
							 distinguished level exhibits a command of improvisational and acting techniques
							 in classroom performances. The student develops and sustains diverse,
							 believable characters in a variety of styles and situations as demonstrated in
							 theatrical projects. This student uses acting vocabulary to insightfully
							 respond to classroom and performance work.
The Theatre II student performing at the above
							 mastery level exhibits knowledge of improvisational and acting techniques in
							 classroom performance. The student develops and sustains believable characters
							 in a variety of styles and situations as demonstrated in theatrical projects.
							 This student uses acting vocabulary to respond to classroom and performance
							 work.
The Theatre II student performing at the mastery
							 level develops and sustains believable characters in a variety of styles and
							 situations as demonstrated in theatrical projects. This student uses acting
							 vocabulary to respond to classroom and performance work (games, improvisations,
							 pantomimes, monologues, scenes, plays and other live or recorded
							 performances).
The Theatre II student performing at the partial
							 mastery level develops and sustains a simple character in a variety of styles
							 and situations as demonstrated in theatrical projects. This student responds to
							 classroom and performance work.
The Theatre II student performing at the novice level
							 develops a simple character in theatrical projects.
Objectives
Students will
TH.O.LII.2.01
analyze a scene/play for contextual clues that inform
							 and support character development
TH.O.LII.2.02
communicate character through the expressive use of
							 body and voice.
TH.O.LII.2.03
research various classical acting and contemporary
							 acting styles and use the information to inform and justify acting choices in a
							 scene/play (e.g.: period manner and gesture, Stanislavski, Meisner, Spolin,
							 Adler, Hagan).
TH.O.LII.2.04
research historical periods of theatre and relate the
							 concepts, conventions and innovations of those periods to character
							 development. (e.g. Greek masks, chorus, Kabuki, commedia dell 'arte, realism,
							 absurdist, Renaissance).
TH.O.LII.2.05
perform and sustain a variety of vivid characters who
							 communicate with audiences in solo, partner and ensemble improvisation and
							 performances.
TH.O.LII.2.06
communicate responsibly and respectfully while using
							 content-specific vocabulary to create and respond to solo, partner and ensemble
							 improvisations and performances.
Level II
Theatre
Standard: 3
Designing and Producing
TH.S.LII.3
Students will design and produce by conceptualizing
							 and realizing artistic interpretations for informal or formal
							 productions.
Performance Descriptors TH.PD.LII.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre II student performing at the
							 distinguished level independently creates insightful designs for elements
							 theatrical project(s) and safely executes those designs.
The Theatre II student performing at the above
							 mastery level independently creates justifiable designs for some elements of a
							 theatrical project(s) and safely executes those designs.
The Theatre II student performing at the mastery
							 level independently creates plausible designs for some elements of a theatrical
							 project and safely executes those designs.
The Theatre II student performing at the partial
							 mastery level describes design elements of a theatrical project.
The Theatre II student performing at the novice level
							 recognizes design elements in a theatrical project with the assistance of the
							 instructor.
Objectives
Students will
TH.O.LII.3.01
articulate how design is affected by the constraints
							 of physical space. (e.g.: proscenium, thrust, touring venues such as cafeterias
							 and gymnasiums)
TH.O.LII.3.02
investigate theatre design components (e.g. flats,
							 platforms, undergarments, costume accessories, hand props, fresnels,
							 puppets)
TH.O.LII.3.03
describe the process designers use to create their
							 designs and communicate them to the production team.
TH.O.LII.3.04
use text analysis and research to generate design
							 ideas.
TH.O.LII.3.05
generate designs that use visual and aural elements
							 to convey environments that clearly support the text.
TH.O.LII.3.06
demonstrate the safe use of specific tools used by
							 theatre designers and technicians.
TH.O.LII.3.07
apply technical knowledge and skills to
							 collaboratively and safely solve the problems of creating functional scenery,
							 properties, lighting, sound, costumes, and makeup.
TH.O.LII.3.08
design and implement stage management, promotional
							 and business plans.
Level II
Theatre
Standard: 4
Directing
TH.S.LII.4
Students will direct by interpreting dramatic texts
							 and organizing and conducting rehearsals for theatrical projects and
							 productions.
Performance Descriptors TH.PD.LII.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre II student performing at the
							 distinguished level executes an insightful visual concept that supports the
							 meaning of the text. This student independently directs other students,
							 organizes materials and helps classmates interpret texts in theatrical
							 projects. A distinguished student exhibits leadership skills in group
							 situations.
The Theatre II student performing at the above
							 mastery level executes a justifiable visual concept that supports the meaning
							 of the text. This student independently directs other students, organizes
							 materials and helps classmates interpret texts in theatrical projects. The
							 student exhibits leadership skills in group situations.
The Theatre II student performing at the mastery
							 level executes a plausible visual concept that supports the meaning of the
							 text. The student independently directs other students, organizes materials and
							 helps classmates interpret texts in classroom projects. The student exhibits
							 leadership skills in group situations.
The Theatre II student performing at the partial
							 mastery level recognizes visual concepts that support text. This student helps
							 classmates interpret texts in classroom projects under the supervision of the
							 instructor.
The Theatre II student performing on the novice level
							 demonstrates an understanding of the duties of the director by assisting the
							 instructor in classroom projects.
Objectives
Students will
TH.O.LII.4.01
analyze text for meaning and defend that
							 analysis.
TH.O.LII.4.02
create a director's concept based on text analysis
							 and research (playwright, historical, social and cultural context.)
TH.O.LII.4.03
demonstrate the director's concept and communicate
							 the text's meaning through stage pictures, pantomime, and improvisation.
TH.O.LII.4.04
devise blocking and movement with actors and basic
							 scenic elements (furniture, hand props) to form stage pictures and compositions
							 which communicate character relationships, status, focus and action.
TH.O.LII.4.05
recognize how the director's vision for the play
							 affects casting.
TH.O.LII.4.06
implement directorial choices in a respectful,
							 sensitive manner with a small ensemble for improvised or scripted
							 scenes.
TH.O.LII.4.07
respond constructively to actors' work using the
							 vocabulary of directing, staging and acting.
Level II
Theatre
Standard: 5
Making Meaning through Connections
TH.S.LII.5
Students will construct meaning by analyzing,
							 comparing, critiquing and integrating concepts from theatre and other art forms
							 from a variety of contexts and cultures.
Performance Descriptors TH.PD.LII.5
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre II student performing at the
							 distinguished level utilizes knowledge of history, culture and context to
							 create insightful interpretations of dramatic literature and performance. This
							 student participates in opportunities for artistic growth.
The Theatre II student performing at the above
							 mastery level utilizes knowledge of history, culture and context to create
							 justifiable interpretations of dramatic literature and performance. This
							 student identifies opportunities for artistic growth that meet his/her
							 needs.
The Theatre II student performing at the mastery
							 level utilizes knowledge of history, culture and context to create plausible
							 interpretations of dramatic literature and performance. This student
							 demonstrates an interest in artistic growth.
The Theatre II student performing on the partial
							 mastery level recognizes interpretations of dramatic literature and performance
							 influenced by history, culture and context.
The Theatre II student performing at the novice level
							 recognizes interpretations of dramatic literature and performance influenced by
							 history, culture and context with assistance from the instructor.
Objectives
Students will
TH.O.LII.5.01
identify and research cultural, historical, and
							 symbolic clues in dramatic texts, and use the information to make artistic
							 choices for use in informal and formal productions.
TH.O.LII.5.02
articulate social concepts (e.g. themes, lessons,
							 attitudes, values, morals) from informal and formal productions and from
							 dramatic performances from a variety of cultures and historical periods; and
							 relate these to current personal, national and international issues.
TH.O.LII.5.03
compare and contrast how similar themes are treated
							 in drama from various cultures and historical periods, demonstrate with
							 informal performances, and discuss how theatre can reveal universal
							 concepts.
TH.O.LII.5.04
demonstrate the integration of several arts
							 disciplines in informal presentations.
TH.O.LII.5.05
analyze the social and aesthetic impact of
							 underrepresented theatre artists.
TH.O.LII.5.06
analyze and critique the whole and the parts of
							 dramatic performances, taking into account the context, and constructively
							 suggest alternative artistic choices.
TH.O.LII.5.07
discuss cultural and historical sources of American
							 theatre and musical theatre
TH.O.LII.5.08
analyze the effect of their own cultural experiences
							 on their dramatic works.
TH.O.LII.5.09
identify opportunities for artistic growth (e.g.
							 portfolio development, workshops, camps, lessons, study abroad, Governor's
							 Schools, professional training programs)
TH.O.LII.5.10
constructively evaluate their own and others'
							 collaborative efforts and artistic choices in informal and formal productions
							 using theatre vocabulary.
Theatre III
Theatre III students will collaborate in developing
				  original dramatic pieces or short plays and will demonstrate ensemble in
				  rehearsing and performing informal and formal theatre works. They will identify
				  how scientific and technological advances have impacted theatre and will assist
				  directors in developing safe production concepts. Students will also assist in
				  creating and implementing a production.
Level III
Theatre
Standard: 1
Scriptwriting
TH.S.LIII.1
Students will devise scripts through improvising,
							 adapting, writing and refining texts based on personal experience and heritage,
							 imagination, literature and history.
Performance Descriptors TH.PD.LIII.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre III student performing at the
							 distinguished level writes scripts that communicate the inner life of the
							 characters and follows a well-defined dramatic structure. All work is
							 performance ready.
The Theatre III student performing at the above
							 mastery level writes scripts that move complex characters through exposition to
							 resolution. Work may be performance ready with minimal revision.
The Theatre III student performing at the mastery
							 level writes scripts that move complex characters through exposition to
							 resolution. The scripts may require some revision to be performance
							 ready.
The Theatre III student performing at the partial
							 mastery level writes scripts that move conventional characters through
							 exposition to resolution. The scripts may require revision to develop
							 characters or structure to be performance ready.
The Theatre III student at the novice level writes
							 scripts that move conventional characters through exposition to resolution. The
							 characters and structure may require significant revision to be performance
							 ready.
Objectives
Students will
TH.O.LIII.1.01
create, write and perform original dramatic pieces
							 that communicate the inner life of the character and the social and cultural
							 forces that influence the characters' wants, needs, intentions and
							 actions.
TH.O.LIII.1.02
create a complex plot structure which includes
							 preliminary situation, inciting/initial incident, rising action, complications,
							 climax, falling action, and resolution.
TH.O.LIII.1.04
create meaningful stage directions that enhance
							 character, setting and plot.
TH.O.LIII.1.05
explain initial inspiration and justify artistic
							 choices.
Level III
Theatre
Standard: 2
Acting
TH.S.LIII.2
Students will act by developing, communicating, and
							 sustaining characters in improvisations and informal or formal
							 productions.
Performance Descriptors TH.PD.LIII.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre III student performing at the
							 distinguished level exhibits a command of acting techniques in classroom and
							 public theatrical performances. The student communicates insightful text
							 interpretation by developing and sustaining diverse, believable characters in a
							 variety of styles and situations as demonstrated in theatrical projects. This
							 student offers critique that elevates the quality ensemble performance.
The Theatre III student performing at the above
							 mastery level exhibits a command of acting techniques in classroom and public
							 theatrical performances. The student communicates justifiable text
							 interpretation by developing and sustaining diverse, believable characters in a
							 variety of styles and situations as demonstrated in theatrical projects. This
							 student offers critique that enhances the quality of ensemble
							 performance.
The Theatre III student performing at the mastery
							 level exhibits an understanding of acting techniques in classroom performances.
							 The student communicates plausible text interpretation by developing and
							 sustaining believable characters in a variety of styles and situations as
							 demonstrated in theatrical projects. This student offers critique that
							 contributes to the quality of ensemble performance.
The Theatre III student performing at the partial
							 mastery level develops and sustains diverse, believable characters in a variety
							 of styles and situations as demonstrated in theatrical projects. This student
							 works to achieve ensemble.
The Theatre III student performing at the novice
							 level develops and sustains believable characters as demonstrated in theatrical
							 projects. This student works to achieve ensemble with assistance.
Objectives
Students will
TH.O.LIII.2.01
interpret meaning of text and infer that meaning
							 through character portrayal.
TH.O.LIII.2.02
create strong physical gestures and utilize a range
							 of vocal skills to portray a variety of vivid, interesting characters.
TH.O.LIII.2.03
demonstrate artistic discipline to achieve ensemble
							 in rehearsal and performance.
TH.O.LIII.2.04
create consistent, believable performances in
							 informal and formal theatre.
TH.O.LIII.2.05
assess the performances of self and others through
							 responsible critique.
Level III
Theatre
Standard: 3
Designing and Producing
TH.S.LIII.3
Students will design and produce by conceptualizing
							 and realizing artistic interpretations for informal or formal
							 productions.
Performance Descriptors TH.PD.LIII.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre III student performing at the
							 distinguished level researches current innovations and independently creates
							 insightful designs of some elements for a public performance. This student
							 safely executes those designs.
The Theatre III student performing at the above
							 mastery level researches innovations and independently creates justifiable
							 designs for all assigned elements of a theatrical project and safely executes
							 those designs.
The Theatre III student performing at the mastery
							 level researches innovations and independently creates plausible designs for
							 some elements of more than one theatrical project. This student safely executes
							 those designs.
The Theatre III student performing at the partial
							 mastery level independently designs some elements of a theatrical project and
							 safely executes those designs with assistance from the instructor.
The Theatre III student performing at the novice
							 level independently designs one element of a theatrical project and safely
							 executes that design with the assistance from the teacher.
Objectives
Students will
TH.O.LIII.3.01
identify how scientific and technological advances
							 have affected set, light, sound and costume design and implementation for
							 theatre, film, television and electronic media productions.
TH.O.LIII.3.02
explore the use of symbols and symbolism in
							 design.
TH.O.LIII.3.03
develop unified production concepts, in collaboration
							 with directors and production team that convey the metaphorical nature of
							 theatre, film, television or electronic media productions.
TH.O.LIII.3.04
practice techniques of safe construction and
							 efficient operation of technical aspects of theatre, film, television or
							 electronic media productions.
TH.O.LIII.3.05
use problem solving skills to assist in creating and
							 reliably implementing production schedule, stage management plans, promotional
							 ideas and business and front of house procedures for theatre, film, television
							 or electronic media productions.
Level III
Theatre
Standard: 4
Directing
TH.S.LIII.4
Students will direct by interpreting dramatic texts
							 and organizing and conducting rehearsals for theatrical projects and
							 productions.
Performance Descriptors TH.PD.LIII.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre III student performing at the
							 distinguished level executes an insightful artistic vision for text. This
							 student independently directs other students in performance (10 minute scenes,
							 one-act plays). The distinguished student exhibits leadership and collaboration
							 skills in production situations.
The Theatre III student performing at the above
							 mastery level executes a justifiable artistic vision for text. This student
							 independently directs other students in theatrical projects. The above mastery
							 student also exhibits leadership and collaboration skills in group
							 situations.
The Theatre III student performing at the mastery
							 level executes a plausible artistic vision for text. This student independently
							 directs other students, organizes materials, and helps classmates interpret
							 texts in theatrical projects. The mastery student also exhibits leadership and
							 collaboration skills in group situations.
The Theatre III student performing at the partial
							 mastery level recognizes plausible artist vision for text. This student
							 independently directs other students, organizes materials, and helps classmates
							 interpret texts in classroom theatrical projects. A student at the partial
							 mastery level also exhibits leadership skills in group situations.
The Theatre III student performing at the novice
							 level demonstrates an understanding of the duties of the director by assisting
							 in the direction of classroom projects and by exhibiting leadership in group
							 situations.
Objectives
Students will
TH.O.LIII.4.01
reframe information from text analysis and research
							 to create a director's concept that speaks to current society and
							 culture.
TH.O.LIII.4.02
collaborate with designers and actors to develop
							 aesthetically unified production concepts for informal and formal theatre,
							 film, television or electronic media productions.
TH.O.LIII.4.03
communicate meaning and artistic vision to the
							 audience through blocking, movement, actions, composition, pacing, patterns,
							 etc.
TH.O.LIII.4.04
organize the procedures, schedules and rehearsal time
							 necessary to produce a theatre event.
TH.O.LIII.4.05
manage a rehearsal in an organized, respectful
							 manner.
Level III
Theatre
Standard: 5
Making Meaning Through Connections
TH.S.LIII.5
Students will construct meaning by analyzing,
							 comparing, critiquing and integrating concepts from theatre and other art forms
							 from a variety of contexts and cultures.
Performance Descriptors TH.PD.LIII.5
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre III student performing at the
							 distinguished level reframes concepts from history, culture and context to
							 create insightful interpretations of dramatic literature and performance which
							 are then translated to projects and presentations. This student participates in
							 the on-going evaluation and development of his/her artistic growth.
The Theatre III student performing at the above
							 mastery level reframes concepts from history, culture and context to create
							 justifiable interpretations of dramatic literature and performance which are
							 then translated to projects and presentations. This student identifies his/her
							 artistic strengths and weaknesses and participates in opportunities for
							 artistic growth.
The Theatre III student performing at the mastery
							 level reframes concepts from history, culture and context to create plausible
							 interpretations of dramatic literature and performance which are then
							 translated to projects and presentations. This student identifies his/her
							 artistic strengths and weaknesses and opportunities for artistic growth.
The Theatre III student performing at the partial
							 mastery creates interpretation of dramatic literature and performance
							 influenced by history, culture and context which are then translated to
							 projects and performances. The student identifies his/her artistic strengths
							 and weaknesses and opportunities for artistic growth with the assistance of the
							 instructor.
The Theatre III student performing at the novice
							 level explains interpretations of dramatic literature and performance
							 influenced by history, culture and context which are then translated to
							 projects and performances. The student identifies his/her artistic strengths
							 and weaknesses with the assistance of the instructor.
Objectives
Students will
TH.O.LIII.5.01
determine the unique interpretive and aesthetic
							 qualities of traditional and contemporary art forms from various cultures and
							 historical periods.
TH.O.LIII.5.02
identify the conventions of nontraditional theatrical
							 performances.
TH.O.LIII.5.03
explore various interpretations of the same texts
							 and/or performances.
TH.O.LIII.5.04
research several dramatic works in terms of other
							 aesthetic philosophies (e.g., the underlying ethos of Greek drama, French
							 classicism with its unities of time and place, Shakespeare and romantic forms,
							 India's classical drama, Japanese Kabuki).
TH.O.LIII.5.05
define the relationships among cultural values,
							 freedom of artistic expression, ethics, and artistic choices in various
							 cultures and historical periods.
TH.O.LIII.5.06
explain the historical and cultural influences on
							 contemporary theatre, film, television and electronic media productions.
TH.O.LIII.5.07
analyze and evaluate critical comments about personal
							 dramatic work explaining which points are most appropriate to facilitate
							 further development of the work.
TH.O.LIII.5.08
identify post-secondary education and training
							 opportunities for pursing a career in theatre.
Theatre IV
Theatre IV students will write scripts which may
				  include multi-media productions and will demonstrate artistic discipline to
				  achieve ensemble in rehearsal and performance of informal and formal theatre
				  works as well as in film, television, or electronic media. They will explain
				  how scientific and technological advances have impacted theatre, and will
				  collaborate with directors to develop unified production concepts. Students
				  will collaborate with designers and actors, and will be able to demonstrate
				  direction skills. Students will develop and document evidence of their own
				  artistic growth.
Level IV
Theatre
Standard: 1
Scriptwriting
TH.S.LIV.1
Students will devise scripts through improvising,
							 adapting, writing and refining texts based on personal experience and heritage,
							 imagination, literature and history.
Performance Descriptors TH.PD.LIV.1
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre IV student performing at the
							 distinguished level writes scripts that move complex characters through
							 exposition to resolution. The work is ready for performance, competition and/or
							 publication.
The Theatre IV student performing at the above
							 mastery level writes scripts that move complex characters through exposition to
							 resolution. The work is ready for performance and competition.
The Theatre IV student performing at the mastery
							 level writes scripts that move complex characters through exposition to
							 resolution. The work is ready for performance.
The Theatre IV student performing at the partial
							 mastery level writes scripts that move complex characters through exposition to
							 resolution. The scripts are ready to be performed as theatrical
							 projects.
The Theatre IV student performing at the novice level
							 writes scripts that move conventional characters through exposition to
							 resolution. With revision, the scripts are ready to be performed as classroom
							 theatrical projects.
Objectives
Students will
TH.O.LIV.1.01
articulate the writing process as it applies to
							 script development (brainstorm, organize, draft, revise, correct,
							 perform).
TH.O.LIV.1.02
generate script ideas using research, observation,
							 and reflection.
TH.O.LIV.1.03
generate and organize ideas related to complex
							 characters and plot.
TH.O.LIV.1.04
devise historical and social context based on
							 research.
TH.O.LIV.1.05
write a script based on their planning.
TH.O.LIV.1.06
organize opportunities for readings, feedback and
							 revision.
TH.O.LIV.1.07
defend their inspiration, artistic choices, stage
							 directions, dialogue and dramatic style.
Level IV
Theatre
Standard: 2
Acting
TH.S.LIV.2
Students will act by developing, communicating, and
							 sustaining characters in improvisations and informal or formal
							 productions.
Performance Descriptors TH.PD.LIV.2
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre IV student performing at the
							 distinguished level exhibits a command of acting techniques in ensemble
							 performances. The student communicates insightful interpretations of a variety
							 of dramatic texts by developing and sustaining diverse, complex characters in a
							 variety of styles. This student establishes a repertoire of contrasting
							 monologues and assesses and refines his/her own performance in a disciplined
							 manner. The student uses his/her repertoire of monologues outside the
							 school.
The Theatre IV student performing at the above
							 mastery level exhibits a command of acting techniques in ensemble performances.
							 The student The student communicates justifiable interpretations of a variety
							 of dramatic texts by developing and sustaining diverse, complex characters in a
							 variety of styles. This student establishes a repertoire of contrasting
							 monologues and assesses and refines his/her own performance in a disciplined
							 manner.
The Theatre IV student performing at the mastery
							 level exhibits a command of acting techniques in ensemble performances. The
							 student communicates plausible interpretations of a variety of dramatic texts
							 by developing and sustaining multi-dimensional characters in a variety of
							 styles. This student establishes a repertoire of contrasting monologues and
							 assesses and refines his/her own performance.
The Theatre IV student performing at the partial
							 mastery level exhibits a command of improvisational techniques in classroom
							 performances. The student develops and sustains diverse characters in a variety
							 of styles and situations as demonstrated in theatrical projects.
The Theatre IV student performing at the novice level
							 develops and sustains diverse characters in a variety of styles and situations
							 as demonstrated in theatrical projects.
Objectives
Students will
TH.O.LIV.2.01
create and perform multi-dimensional characters whose
							 needs, wants, actions, objectives, obstacles, emotions and subtext are rooted
							 in text.
TH.O.LIV.2.02
determine personal blocking, physicalization and
							 character nuances based on intuitive response to text.
TH.O.LIV.2.03
refine artistic discipline to achieve an ensemble in
							 rehearsal and performance.
TH.O.LIV.2.04
develop contrasting, consistent characters from
							 classical, contemporary, realistic and nonrealistic dramatic texts in informal
							 and formal theatre, film,
television or electronic media productions.
TH.O.LIV.2.05
assess and refine performances through responsible
							 critique
Level IV
Theatre
Standard: 3
Designing and Producing
TH.S.LIV.3
Students will design and produce by conceptualizing
							 and realizing artistic interpretations for informal or formal
							 productions.
Performance Descriptors TH.PD.LIV.3
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre IV student performing at the
							 distinguished level serves as assistant technical theatre director, overseeing
							 the safe implementation of all designs for public performances. This student
							 independently assesses the work and makes insightful recommendations for
							 revision.
The Theatre IV student performing at the above
							 mastery level researches current innovations and independently designs all
							 assigned elements of a public performance. The student responsibly and safely
							 executes those designs. This student independently assesses the work and makes
							 justifiable recommendations for revision.
The Theatre IV student performing at the mastery
							 level researches current innovations and independently designs some elements of
							 a public performance and safely executes those designs. This student
							 independently assesses the work and makes plausible recommendations for
							 revision.
The Theatre IV student performing at the partial
							 mastery level researches current innovations and independently designs some
							 elements of more than one theatrical project. The student responsibly and
							 safely executes those designs. This student assesses the work and with the
							 assistance of the instructor makes recommendations for revision.
The Theatre IV student performing at the novice level
							 independently designs some elements of a theatrical project. The student safely
							 and responsibly executes those designs. This student assesses the work and
							 makes recommendations for revision with the assistance of the
							 instructor.
Objectives
Students will
TH.O.LIV.3.01
explain the impact of scientific and technological
							 advances on set, light, sound and costume design and implementation for
							 theatre, film, television and electronic media productions.
TH.O.LIV.3.02
test unified production concepts, in collaboration
							 with directors and production team, that convey the metaphorical nature of the
							 drama for informal and formal theatre, film, television or electronic media
							 productions.
TH.O.LIV.3.03
assess the safe construction and effective operation
							 of technical aspects of theatre, film, television or electronic media
							 productions.
TH.O.LIV.3.04
determine the implementation of production schedules,
							 stage management plans, promotional ideas and business and front of house
							 procedures for informal and formal theatre, film, television or electronic
							 media productions.
Level IV
Theatre
Standard: 4
Directing
TH.S.LIV.4
Students will direct by interpreting dramatic texts
							 and organizing and conducting rehearsals for theatrical projects and
							 productions.
Performance Descriptors TH.PD.LIV.4
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre IV student performing at the
							 distinguished level independently executes artistic vision in a fully developed
							 performance (one-act play, monologue showcase, readers' theatre, full length
							 play). This student offers an insightful explanation for artistic choices and
							 recommendations for revision.
The Theatre IV student performing at the above
							 mastery level executes artistic vision in a fully developed performance
							 (one-act play, monologue showcase, readers' theatre, full length play). This
							 student offers a justifiable explanation for artistic choices and
							 recommendations for revision.
The Theatre IV student performing at the mastery
							 level executes artistic vision in a fully developed performance (e.g.,
							 10-minute scenes, one-act plays). This student offers plausible explanation for
							 artistic choices and recommendations for revision.
The Theatre IV student performing at the partial
							 mastery level independently directs other students, organizes materials, and
							 helps classmates interpret texts in theatrical projects. The student exhibits
							 leadership skills in group situations and recognizes the execution of artist
							 vision in fully developed performances. This student also offers plausible
							 recommendations for revision.
The Theatre IV student performing at the novice level
							 directs other students, organizes materials and helps classmates interpret
							 texts in classroom theatrical projects. This student demonstrates leadership
							 skills in group situations and offers recommendations for revision.
Objectives
Students will
TH.O.LIV.4.01
facilitate the production of a theatre event- from
							 the generation of ideas to the evaluation of a realized performance -- within
							 the limitations of the performance space, time and budget.
TH.O.LIV.4.02
respond to criticism; defend artistic choices; assess
							 the process and the product and recommend changes.
Level IV
Theatre
Standard: 5
Making Meaning through Connections
TH.S.LIV.5
Students will construct meaning by analyzing,
							 comparing, critiquing and integrating concepts from theatre and other art forms
							 from a variety of contexts and cultures.
Performance Descriptors TH.PD.LIV.5
Distinguished
Above Mastery
Mastery
Partial Mastery
Novice
The Theatre IV student performing at the
							 distinguished level creates and criticizes realized projects and performances
							 based on interpretations influenced by history, culture and context. This
							 student makes insightful recommendations for revision. This student models
							 artistic growth.
The Theatre IV student performing at the above
							 mastery level creates and criticizes realized projects and performances based
							 on interpretations influenced by history, culture and context. This student
							 makes justifiable recommendations for revision. This student participates in
							 the on-going evaluation and development of his/her artistic growth.
The Theatre III student performing at the mastery
							 level creates and criticizes realized projects and performances based on
							 interpretations influenced by history, culture and context. This student makes
							 plausible recommendations for revision. This student participates in
							 opportunities for artistic growth.
The Theatre IV student performing at the partial
							 mastery level analyzes realized projects and performances based on
							 interpretations influenced by history, culture and context. This student makes
							 recommendations for revision with assistance from the instructor. This student
							 participates in opportunities for artistic growth.
The Theatre IV student performing at the novice level
							 explains realized projects and performances based on interpretations influenced
							 by history, culture and context. This student interprets recommendations for
							 revision made by others. This student participates in opportunities for
							 artistic growth.
Objectives
Students will
TH.O.LIV.5.01
research and describe appropriate historical
							 production designs, techniques and performances from various cultures to assist
							 in making artistic choices for theatre, film, television or electronic media
							 productions.
TH.O.LIV.5.02
apply integrated designs using several arts and/or
							 media in theatre, film, television or electronic media productions.
TH.O.LIV.5.03
construct personal meanings from nontraditional
							 dramatic performances.
TH.O.LIV.5.04
research and recommend post secondary education and
							 training opportunities for pursuing a career in theatre.
TH.O.LIV.5.05
examine their place as a theatre artist in the
							 context of the local and global community.