MYP Year ​
3
Arts‐ Drama Walt Gaines Harold Theatre walt.gaines​
@lejardinacademy.org (808) 261­0707 ext. 3180 In MYP arts students have opportunities to function as artists, as well as learners of the arts. Artists have to be curious. By developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem­solvers. Students develop through creating, performing, and presenting arts in ways that engage and convey feelings, experiences and ideas. th​
The 8​
grade drama course is designed to provide the student with more structure and standing as a performer, writer, and creator of theatre. The primary focus of the class is to connect students with the written and spoken word in various contexts, from Shakespeare and verse to stand­up and direct address storytelling. Students will also receive an introduction to world theatre performing styles, venues, and occasions/events. The course will culminate in final performances by the students, where they will be asked to select, research, and give context to their performing “style”. Scope and Sequence: August­December All unit time frames are ​
projected​
and may be subject to change. Second semester units will be posted in January. Unit 1: Improvising in the Long Term­ Playmaking through devising Late August­ October Key concept​
: Creativity ​
Related concepts​
: Compassion, Play Global context​
: Personal and Cultural (“Expression”) Inquiry statement​
: Students will understand the artistry of theatre is a combination of play and composition through an inquiry into the ensemble­creation process. Content: ● Know: The differences between short­form and long form improvisation companies, ensemble­generated theatre companies. Name famous companies. ● Understand: What factors are essential for the ensemble process to occur? What are some “agreements” of that ensemble? ● How do you know if a play or skit is fully formed? How is it decided? ● Do: play, expression, collaboration Summative Assessment Tasks: ● 3­ minute improvisation company presentation (Crit. A) ● 5­10 minute improvised ensemble play (Crit. B, C) Unit 2: “Take THAT, you Swine!” Stage Combat and Shakespeare Mid October ­ December Key concept​
: Communication Related concepts​
: Play, Boundaries, Structure Global context​
:​
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Personal and Cultural Expression (“Artistry, Craft”) Inquiry statement​
: Students will understand that the communication can occur in alternative forms through an inquiry into the exploration of personal space and boundaries Content​
: ● Know: Basic terminology/ techniques of hand to hand and simple weapon combat/ scansion of Shakespeare ● Understand: The relationship of combat with dialogue and historical context of Shakespeare, the functions of fights and in Shakespeare’s plots ● Do: collaboration, communication, play Summative Assessment Tasks: ● 2­person, 2­minute stage combat with dialogue (Crit. B) ● Shakespeare play fight scenes (Crit. A, C) ● Stage directions/ fight choreography journals (Crit. D) Unit 3: “To Be or Not to Be”­ The important questions of Willy Shake ​
January­ March Key concept​
: Aesthetics Related concepts(s)​
: Composition, Narrative Global context​
: Identities and Relationships (“exploration”) Inquiry statement​
: Students will understand that, through the analysis and performance of a play, they can better understand our relationships with other humans. Content ● Know: Plot, structure, historical context and characters of ​
Hamlet ● Understand: How the structure of a scene works, character relationships, adaptations ● Do: Students will enact short scenes of ​
Hamlet, ​
applying new concepts and attitudes ● Journal: Students will write critiques of own work and other students’ works, reflections on characters in ​
Hamlet Summative Assessment Task(s) ● Short 2­person scene from ​
Hamlet​
, using adaptation techniques (Crit. B, C) ● Presentation on one character from ​
Hamlet ​
(Crit. A, D) ● Journal with analysis and critiques of student work (Crit.A, D) Arts Grading Criteria A. Knowing and understanding B. Developing skills C. Thinking creatively D. Responding Achievement Levels 0­8 0­8 0­8 0­8 Please refer to the MYP Parent Assessment Handbook for more information on MYP grading. You are also welcome to contact me, Vicki McNeill (HS Principal), Damian Rentoule (MS Principal), or Diane Smith (MYP Coordinator) with any questions about the MYP grading philosophy and practices. Office hours in Harold Theatre: M­F, 7:30 AM­ 8:00/ “J & A” days, 8 AM­ 9:25/ Lunchtimes Students are encouraged to use study hall or lunch recess to receive extra learning support. In addition, after school meetings can be arranged dependent upon scheduled faculty meetings.