W. Va. Code R. § 126-44K-4
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 DescriptorsThe 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. |
W. Va. Code R. § 126-44K-4