Sixth Grade Drama Curriculum

Standard A:  A student should be able to create and perform in the arts.

A student who meets the content standard should:

  1. Participate in dance, drama, music, visual arts, and creative writing;
  2. Refine artistic skills and develop self-discipline through rehearsal, participation, and revision;
  3. Appropriately use new and traditional materials, tools, techniques, and processes in the arts;
  4. Demonstrate the creativity and imagination necessary for innovative thinking and problem solving.
  5. Collaborate with others to create and perform works of art’
  6. Integrate two or more art forms to create a work of art; and
  7. Investigate careers in art production.

 

ACTIVITIES

·        Participate in a music/drama production.

·        Create artwork related to drama productions (e.g. posters, T-shirt, design logo, programs, set designs).

·        Participate in role-play with feedback critiquing.

·        Participate in the audition process.

·        Create original story from prompts (for scripting).

·        Create script from original story.

·        Create video from original script.

·        Research (Internet Option) careers in theatre, film, and television.

·        Explore enhancements using light and sound.

·        Perform Reader’s Theatre.

·        Develop acting skills to portray characters who interact in scenes.

·        Create and develop environments for scenes scripted or improvised.

·        Consider the audience for whom you are performing.

·        Work with performing artists to develop skills.

 

 

 

 

ASSESSMENT:

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio

 

 

 

 

 

 

 

 

Standard B: A student should be able to understand the historical and contemporary role of the arts in Alaska, the nation, and the world.

A student who meets the content standard should:

  1. Recognize Alaska Native cultures and their arts;
  2. Recognize United States and world cultures and their arts;
  3. Recognize the role of tradition and ritual in the arts;
  4. Investigate the relationships among the arts and the individual, the society, and the environment;
  5. Recognize universal themes in the arts such as love, war, childhood, and community;
  6. Recognize specific works of art created by artists from diverse backgrounds;
  7. Explore similarities and differences in the arts of world cultures;
  8. Respect differences in personal and cultural perspectives; and
  9. Investigate careers relating to arts history and culture.

 

ACTIVITIES

·        Explore and study local folk tales.

·        Explore cultural and environmental context of a performance before and after viewing.

·        Look at the dramatic art of the Pacific Rim cultures and identify factors contributing to its development.

·        Investigate dramatic performances that depict events from American History.

 

 

 

ASSESSMENT:

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard C: A Student should be able to critique the student’s art and the art of others.

A student who meets the content standard should:

  1. Know the criteria used to evaluate the arts; these may include craftsmanship, function, organization, originality, technique, and theme.
  2. Examine historical and contemporary works of art, the works of peers, and the student’s own works as follows:
    1. Identify the piece;
    2. Describe the use of basic elements;
    3. Analyze the use of basic principles;
    4. Interpret meaning and artist’s intent;
    5. Express and defend an informed opinion;
  3. Accept and offer constructive criticism;
  4. Recognize and consider an individual’s artistic expression;
  5. Exhibit appropriate audience skills; and
  6. Investigate careers relating to arts criticism.

 

ACTIVITIES

·        Use critiquing skills in role-play.

·        Compare and evaluate or critique different forms of arts (e.g. play or novel, film).

·        Critique original stories, scripts, or videos based on given themes.

·        Observe appropriate performing arts programs, arts shows, etc.

·        Describe characteristics and compare the presentation of characters, environment performances, etc.

·        Explore the difference between: theatre, film, television, electronic media, and real life.

·        Discuss and practice appropriate audience skills.

 

 

 

ASSESSMENT:

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio

 

 

 

 

 

 

 

Standard D: A student should be able to recognize beauty and meaning through the arts in the student’s life.

A student who meets the content standard should:

  1. Make statements about the significance of the arts and beauty in the student’s life;
  2. Discuss what makes an object or performance a work of art;
  3. Recognize that people tend to devalue what they do not understand;
  4. Listen to another individual’s beliefs about a work of art and consider the individual’s reason for holding those beliefs;
  5. Consider other culture’s beliefs about works of art;
  6. Recognize that people connect many aspects of life through the arts;
  7. Make artistic choices in everyday living; and
  8. Investigate careers related to the search for beauty and meaning, which is aesthetics.

 

ACTIVITIES

·        Observe drama performances.

·        Explore and contrast theatre elements including conflict, characterization, action, pantomime, movement, and verbal interaction.

·        Explain personal preferences and emotional responses; “What did you like about it?”

·        Describe what a performance meant to you; “What did you get out of it?”

·         Apply to your life; “What did you learn from this performance?”

·         Discuss what makes a performance a work of art.

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ASSESSMENT

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio