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PLAYWRITING II Follows Playwriting I

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.
Students will analyze and evaluate dramatic structure and genre; distinguish between the theatrical conventions of theatre, film, television, and other media; and evaluate the interdependence of all theatrical elements
Creative expression: performance.
The student interprets characters using the voice and body expressively and creates dramatizations.
Students will analyze characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions. Students will experiment with improvisation and scripted scenes of various styles to develop believable characters. Students will write dialogue that reveals character motivation, advances plot, provides exposition, and reveals theme. Students will integrate two or more art or media forms in a performance.
Creative expression: production.
The student applies design, directing, and theatre production concepts and skills.
Students will experiment with technical elements of theatre safely and effectively in scripted scenes or plays. Students will analyze and evaluate dramatic texts as a basis for technical discussions, considering themes, settings, times, literary styles, genres, and characters. Students will perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance. Students will perform the role of actor, director, or technician, demonstrating responsibility, artistic discipline, and creative problem solving.
Historical and Cultural Relevance
The student relates theatre to history, society, and culture.
Students will evaluate historical and cultural influences on theatre. Students will compare the role of the playwright from Greek theatre to the 21st century. Students will analyze ways in which theatre, television, and film play a role in our daily lives and influence our values and behaviors. Students will employ and evaluate the impact of live theatre, film, television, and other media in contemporary society. Students will research the influences of world drama and theatre and identify key figures, works, and trends in dramatic literature. Students will research the influences of the multicultural heritage of drama and theatre in the United States and identify key figures, works, and trends in dramatic literature. Students will identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.
Critical Evaluation and Response
The student responds to and evaluates theatre and theatrical performances.
Students will compare behavior at various types of performances and practice appropriate audience etiquette. Students will recognize theatre as an art form and evaluate self as a creative being. Students will apply the concepts of evaluation to performances and evaluate theatre, film, television, and other media with depth and complexity using appropriate vocabulary. Students will compare communication methods of theatre with those of art, music, dance, and other media. Students will make judgments about selected career and avocational opportunities such as theatre education, arts administration, performance, design, management, and playwriting in theatre, film, television, and other media and analyze the training, skills, self - discipline, and artistic discipline needed to pursue such opportunities. Students will use technology such as portfolios, research projects, and journals to document and present information in a clear and coherent manner. Students will relate theatre skills and experiences to higher education and careers outside of the theatre. Students will create a personal resume or portfolio of theatrical experience.
Example:

Students will write ten minutes scenes with characters with conflicting objectives. Scenes will be constructed to resolve the conflict within the ten minute scene.

The instructor discuss character objectives with the class and facilitates improvisations with two characters with opposing objectives.

Students will be divided into groups of three. Each group collaborates to develop ten minute scenes. Members of the group act as the characters for experimentation and checkpoint performances.

Final performances will be presented with two members of the group. The third member of the group will facilitate discussion of the character objectives with the rest of the class.

 
©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.