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International Bacclaureate Diploma Programme

This course follows the objectives of the Level III Theatre Arts strands, but the assessment projects are determined by the International Bacclaureate Diploma Programme

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.
  • Research and examine the various contexts of at least one published play text
  • Research and examine the various contexts of at least one theatre theorist
Creative expression: performance.
The student interprets characters using the voice and body expressively and creates dramatizations.
Choose a published play text not previously studied and develop ideas regarding how it could be staged for an audience.
Creative expression: production.
The student applies design, directing, and theatre production concepts and skills.
  • Plan and deliver an individual presentation to outline and physically demonstrate research into a convention of a theatre tradition not previously studied.
  • Collaboratively create and present an original piece of theatre for and to a specified target audience, created from a starting point of choice.
Historical and Cultural Relevance
The student relates theatre to history, society, and culture.
Research and examine the various contexts of at least one world theatre tradition.
Critical Evaluation and Response
The student responds to and evaluates theatre and theatrical performances.
  • Reflect on live theatre moments experienced as spectators
  • Reflect on personal approaches, interests and skills in theatre.
  • Research and examine at least one starting point and the approaches employed by one appropriate professional theatre company, and consider how this might influence personal approaches.
Example:

The IB Diploma Program Theatre Course is a multifaceted course of study which gives students the opportunity to make theatre as creative designers, directors, dramaturgs, and performers. It emphasizes the importance of working individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists.

Students experience the course from contrasting artistic perspectives. They learn to apply research and theory to inform and to contextualize their work. The course encourages students to appreciate that through the processes of researching, creating, preparing, presenting, and critically reflecting on theatre as participants and as audience members, they gain a richer understanding of themselves, their community, and the world.

Students become aware of their own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, their processes, and their modes of presentation. It enables students to discover and engage with different forms of theatre across time, place, and culture and promotes world mindedness.

Students create, present and evaluate at least one theatre piece based on an aspect(s) of a theatre theorist's work they have explored.

Students direct at least one scene or section from one published play text which is presented to others.

Students present a moment of theatre to others which demonstrates the performance convention(s) of at least one world theatre tradition.

Students participate in at least one production of a collaboratively created piece of original theatre, created from a starting point, which is presented to

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.