Welcome,

My name is Cholana Foley and I am the dance and drama teacher at Fort Middle School.

Drama: 6, 7, & 8th Grade / Drama Enrichment

The purpose of middle school drama is to introduce students to the wonderful world of drama. Each grade level builds on various drama skills through games, activities, readings and writing. We will cover everything from good public speaking form to dramatic improvisation.

Text:

Students do not have a formal textbook, but will be given handouts and packets to keep for the semester. These handouts must be kept in a folder and brought to class on your scheduled class day.

Description (s):

The purpose of middle school drama is to introduce students to the wonderful world of drama. Each grade level builds on various drama skills through games, activities, readings and dialogues.

Course Outcomes:

·         Script writing by improvising, writing, and refining scripts based on personal experience and heritage, imagination, literature, and history.

·         Acting by developing, communicating, and sustaining characters in improvisations and informal or formal productions.

·         Designing and producing by conceptualizing and realizing artistic interpretations for informal or formal productions.

·         Directing by interpreting dramatic texts and organizing and conducting rehearsals for informal or formal productions.

·         Analyzing, critiquing, and constructing meanings from informal and formal theatre, film, television, and electronic media productions.

·         Understanding context by analyzing the role of theatre, film, television, and electronic media in the past and the present.

·         Acting by developing basic acting skills to portray characters that interact in improvised and scripted scenes.

Goals:

DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Use the body and voice expressively.

1.) Identify and understand specific movement and vocal techniques.

2.) Master pantomime skills.

B.)  Express character through movement and voice.

1.)  Develop body awareness and spatial perception.

2.)  Experiment with imitative and interpretive movement.

C.) Develop sensory awareness.

1.) Recognize individual differences in emotional states and attitudes.

2.) Recall and express personal sensory experiences.

3.) Create fully realized sensory environments through pantomime and dialogue.

D.) Develop personal creativity.

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Cooperate in teams to solve problems.

1.) Plan and execute complex dramatic scenes.

2.) Demonstrate social discipline in dramatic activities.

3.) Balance personal and group needs and concerns.

4.) Explore consequences and implications of alternative solutions to dramatic problems.

B.)  Place self in other contexts--walk in others' shoes.

1.) Acknowledge similarities with and differences from others in dramatic activities.

2.) Explore alternatives and problem-solving techniques through dramatization.

3.) Draw parallels between drama and life.

C.)  Observe and criticize one another's work.

III.)  DEVELOP AESTHETIC SENSITIVITY AND UNDERSTANDING

A.) Develop an appreciation of the Theatre.

1.) Identify and discuss reasons for creating Theatre, including:

a.) Political tool.

b.) Religious celebration.

c.) Entertainment.

d.) Art.

2.) Identify and discuss reasons for attending theatrical performances, including:

a.) Learn about others.

b.) Participate in culture.

c.) Social concerns.

d.) Entertainment.

B.)  Attend live theatre presentations.

1.) Practice audience etiquette.

2.) Describe and discuss the relationship between audience and performing artists.

3.) Discuss and evaluate the behavior of particular audiences.

C.)  Evaluate the success of dramatic expressions both in class and in formal performances.

1.) Use articulated criteria to describe and analyze the effectiveness of artistic choices.

2.) Describe and evaluate the success of their own and others' contributions to collaborative drama work.

3.) Put forth considered suggestions for alternative courses of action.

D.) Understand elements of drama including:

1.)  Dramatic Action.

2.)  Character.

3.)  Conflict.

4.)  Resolution.

5.)  Playwright.

6.)  Director.

7.)  Designer.

8.)  Suspension of Disbelief.

9.)  Representation vs. Presentation.

E.) Use dramatic elements in a clear and controlled way.

F.) Compare and contrast art forms such as theatre, music, visual art, dance, electronic media, etc, and incorporate them into classroom performances.

1.) Compare the ways ideas are expressed in various media.

2.) Make clear choices about which media to use to express particular ideas.

3.) Describe the ways that other art forms are incorporated into theatrical presentations.

G.) Articulate personal reactions to several art forms.

H.) Compare theatre and other dramatic media to real life.

IV.)  RELATE DRAMA TO ITS LARGER CONTEXT

A.) Recognize the role of theatre, film, television and other media in daily life.

1.) Describe and analyze the effect of publicity, programs, and physical environment on audience response to theatre.

2.) Articulate the meanings of their own and others' theatrical performances.

3.) Analyze the emotional and social impact of dramatic events in their lives, in their community, and in the larger society.

4.) Explain how social concepts such as cooperation, communication, collaboration, consensus, self-esteem, risk-taking, sympathy and empathy apply in the theatre and in life.

5.) Describe how theatre reflects life.

B.) Develop awareness of multicultural concepts in the theatre.

1.) Describe and compare universal characters and situations in dramas.

2.) Discuss how theatrical practices and specific theatrical artifacts reflect a culture.

C.) Develop awareness of historical heritage of the theatre.

D.) Explore careers in the theatre and related fields.

1.) Explain the knowledge, skills and discipline needed to pursue careers in the theatre and related media.

V.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

1.) Participate in group play-making activities.

a.)  Collaborate to select and create characters, situations and environments.

2.) Create characters, environments and actions through improvisation.

a.) Formalize improvisations by recording and repeating them.

b.) Create fully realized characters through improvised dialogue and actions.

3.) Write scenes and monologues using proper format and containing dramatic action.

B.)  ACT/role-play.

1.) Develop basic acting skills including:

a.) Sensory recall.

b.) Concentration.

c.) Diction.

d.) Breath control.

e.) Body alignment.

f.) Body control.

g.) Improvisation.

2.) Interpret stories and other themes through dramatic performance.

3.) Create characters.

a.) Incorporate physical, emotional and social dimensions of characters in scenes.

b.) Analyze descriptions, dialogue and actions to justify character choices.

c.) Sustain characters in improvised and formal scenes.

d.) Make clear choices in character traits and behavior.

C.) DIRECT classroom theatre.

1.) Understand the role of the director in formal theatre.

2.) Lead small groups in planning and executing dramatic performances.

a.) Rehearse in small groups.

b.) Rehearse individual performances collaboratively.

c.) Criticize one another in partnerships.

d.) Organize rehearsals independently.

D.) DESIGN environments for theatre.

1.) Explain the function of:

a.) Scenery.

b.) Properties.

c.) Lighting.

d.) Sound.

e.) Costumes.

f.) Makeup.

g.) Designer.

h.) Technical director.

2.) Explore the effect of selected technical elements in dramatic scenes.

3.) Make clear choices of technical elements to enhance classroom performances.

a.) Arrange room furniture to assist in presentation of scenes.

b.) Organize materials for costumes, sets, props and lighting.

c.) Select music and other aural elements for presentations.

4.)  Create designs for speculative productions.

E.) Conduct research to support dramatic work.

1.) Apply research from print and non print sources to writing, acting, directing and design problems.

2.) Make formal written analysis of characters for performance.

3.) Relate specific information learned through research to specific choices in design, acting, writing or directing.

Requirements:

Students need notebook paper, pens, pencils, and folder.

Students are allowed to make up classroom and homework missed. All make-up work must be turned in a week from the day the student was absent.

Students are required to attend class.

Evaluation:

Class participation is vital to the effectiveness of the drama class.  This class is hands on and requires students to participate orally. Students will be required to complete assignments outside of the normal classroom hours.

Class Participation: 50%

·         Active participation in all activities

·         Daily assignments

·         Homework

·         Projects

Quizzes: 20%

Tests: 30%

Classroom Rules:

1.    Arrive to class on time

2.    Be prepared

3.    Respect classmates

4.    Talk only when permitted

7th & 8th Grade Dance:

Students in grade seven and eight will develop a sense of themselves in relation to others and in a relation to the world. As a result, they are ready to respond more thoughtfully to dance, to perceive details of style and choreographic structure, and to reflect upon what is communicated. The study of dance provides a unique and valuable insight into the culture or period from which it has come. Informed by social and cultural experiences, movement concepts, and dance-making processes, students integrate dance with other art forms.

Text:

Students do not have a formal textbook, but will be given handouts and packets to keep for the semester. These handouts must be kept in a folder and brought to class on your scheduled class day.

Description (s):

Fort Middle School dance program consists of approximately 7^th   & 8^th grade students who will receive training and instruction in ballet. Students round out their total dance experience by studying dance history and dance conditioning. The dance program will perform annually in the winter and spring concerts, the Black History Production, and local area schools and events. The program will give students a comprehensive understanding of dance as they learn specific dances, research renowned dancers and dance companies.

Goals:

Content Standard #1: Identifying and demonstrating movement elements and skills in performing dance

Achievement Standard:

       Students demonstrate the following movement skills and explain the underlying principles: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and recovery

       Students accurately identify and demonstrate basic dance steps, positions, and patterns for dance from two different styles or traditions (e.g., ballet, square, Ghanasian, Middle Eastern, modern)

       Students accurately transfer a spatial pattern from the visual to the kinesthetic

       Students accurately transfer a rhythmic pattern from the aural to the kinesthetic

       Students identify and clearly demonstrate a range of dynamics / movement qualities

Students demonstrate increasing kinesthetic awareness, concentration, and focus in performing movement skills

       Students demonstrate accurate memorization and reproduction of movement sequences

       Students describe the action and movement elements observed in a dance, using appropriate movement/dance vocabulary

Content Standard #2: Understanding choreographic principles, processes, and structures

Achievement Standard:

       Students clearly demonstrate the principles of contrast and transition

       Students effectively demonstrate the processes of reordering and chance

       Students successfully demonstrate the structures or forms of AB, ABA, canon, call and response, and narrative

       Students demonstrate the ability to work cooperatively in a small group during the choreographic process

       Students demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight

Content Standard #3: Understanding dance as a way to create and communicate meaning

Achievement Standard:

       Students effectively demonstrate the difference between pantomiming and abstracting a gesture

       Students observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance

       Students demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance

       Students create a dance that successfully communicates a topic of personal significance

Content Standard #4: Applying and demonstrating critical and creative thinking skills in dance

Achievement Standard:

       Students create a movement problem and demonstrate multiple solutions; choose the most interesting solutions and discuss the reasons for their choice

       Students demonstrate appropriate audience behavior in watching dance performances; discuss their opinions about the dances with their peers in a supportive and constructive way

       Students compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities)

       Students identify possible aesthetic criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast)

Content Standard #5: Demonstrating and understanding dance in various cultures and historical periods

Achievement Standard:

       Students competently perform folk and/or classical dances from various cultures; describe similarities and differences in steps and movement styles

       Students competently perform folk, social, and/or theatrical dances from a broad spectrum of twentieth-century America

       Students learn from resources in their own community (such as people, books, videos) a folk dance of a different culture or a social dance of a different time period and the cultural/historical context of that dance, effectively sharing the dance and its context with their peers

       Students accurately describe the role of dance in at least two different cultures or time periods

Content Standard #6: Making connections between dance and healthful living

Achievement Standard:

       Students identify at least three personal goals to improve themselves as dancers and steps they are taking to reach those goals

       Students explain strategies to prevent dance injuries

       Students create their own warm-up and discuss how that warm-up prepares the body and mind for expressive purposes

Content Standard #7: Making connections between dance and other disciplines

Achievement Standard:

       Students create a project that reveals similarities and differences between the arts

       Students cite examples of concepts used in dance and another discipline outside the arts (such as balance, shape, and pattern)

       Students observe the same dance both live and recorded on video; compare and contrast the aesthetic impact of the two observations

Requirements:

Dance Supplies:

Black Leotard

Pink dance tights

Black Ballet Skirt 

 Pink Ballet Shoes

•  Students must wear appropriate clothing for dance class. They can be ordered through Ms. Foley at a discount price.

·        Students are to have all dance supplies on class days.

·        Students are to have their folders with them during class time. Notes and handouts will be given and should be kept neatly in the folder.

·        Students are required to participate in all class work and performances throughout the year.

Students are allowed to make up classroom and homework missed. All make-up work must be turned in a week from the day the student was absent.

Students are required to attend class. If students are not dressed appropriately for class they will receive a 5 point deduction from their daily participation grade.

Evaluation:

Participation                50%

*Homework

* Class assignments

Test and quizzes          30%    

Performances              10%

*Spring Concert

*Winter Concert

*Black History Production

*Other Events

Final                            10%

Expectations

Performances

Performance is an important part of the experience here at Fort Middle School. Those students who are in the dance program must attend all rehearsals and performances given by that group. Students involved in performances should be aware of the following guidelines:

1. Dress or Costume Code: The student is responsible for purchasing or wearing the appropriate clothing for class and performance.

2. During rehearsals and performances, the student should remain in their designated area.

3. Each student is given written notification of performances with specific information as to date, time, and place. The student should take these notifications home and share them with their parents or guardian.

4. Each student is responsible for displaying proper manners during class, performances, and rehearsals.

5. Each student is to participate in all fundraising activities. Funds raised are to be used to purchase costumes for performances.

Classroom Rules:

1.    Always be prompt, prepared, and productive for class and rehearsals.

2.    Professional conduct is proper conduct, and students are expected to exhibit diligence, self-discipline, skill, purpose, teamwork, and dignity at all times.

3.    Don’t leave class or rehearsal until you are dismissed.

4.    Cooperate with all of your classmates. There is no “star” in a show. Each person is needed to create a good performance.

5.    Keep up your grades. If you can’t participate in dance and simultaneously maintain good grades, you can’t continue to participate in dance.