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Theatre Middle School 2

TEKS Strand Expectations
Foundations: inquiry and understanding.
The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre.
Building on their knowledge of spatial and sensory awareness, movement, and other techniques, seventh-grade teachers establish theatre preparation and warm-up techniques, including strategies for safe and correct use of the voice.
Creative expression: performance.
The student interprets characters using the voice and body expressively and creates dramatizations.
The study of characterization expands the definition of characters. Seventh graders become aware of increasingly intricate plots by following complex story lines and advance to creating original story lines. Students learn that theatre plots have a specific structure. Students individually and collaboratively improvise dramatizations that include plot, characterization, and setting.
Creative expression: production.
The student applies design, directing, and theatre production concepts and skills.
The role of student director is introduced and is defined and practiced in student dramatizations. Seventh graders also become familiar with aspects of technical theatre, such as lighting and makeup.
Historical and Cultural Relevance
The student relates theatre to history, society, and culture.
As learners study selected theatrical material, they identify historical/ cultural heritages and theatrical conventions.
Critical Evaluation and Response
The student responds to and evaluates theatre and theatrical performances.
In viewing both live and recorded performances, seventh graders practice theatre etiquette and reflect on the performances of others. Students also compare theatrical careers to theatrical avocational opportunities available in their communities.

Using selected articles from the daily newspaper, small groups of students in Mrs. Moody's seventh grade theatre class are creating dramatizations. Prior to developing their dramatizations, the class generates the following criteria for successful performance and writes them on a chart as a reminder:

  • Have an exposition, climax, and resolution.
  • Make it interesting. Use 2–3 characters.
  • It should be 3–5 minutes long.
  • Use two of these: lights, scenery, sound, properties, costume, and/or makeup. Afterwards, be able to explain how the drama was different from the newspaper article and why.

Differentiation Strategies for Students with Special Needs
©Copyright 2015, Center for Educator Development in Fine Arts (CEDFA). This chart is developed by the Center for Educator Development in Fine Arts (CEDFA) as a resource for Texas teachers. All rights reserved.
Center for Educator Development in Fine Arts (CEDFA)
9233 Partridge Circle
Austin, TX 78758
Phone: 512-491-8087
©Copyright 2015; Center for Educator Development in Fine Arts all rights reserved.