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High School Drama-Theatre Advanced: Introduction

Page history last edited by Elizabeth Maughan 2 weeks, 2 days ago

In high school, students work within the four artistic processes of drama/theatre: Performing, Creating, Responding, and Connecting. Students at the Advanced level: conceptualize a piece of drama/theatre by exploring various roles, technical elements, and production elements; collaborate with others; develop acting techniques; analyze and evaluate live or recorded performances; and make connections between drama/theatre works, culture, and self. 

 

Teachers may find their students are below grade level depending on the number of class meetings per week, amount of time per class meeting, consistency of previous instruction, etc. Teachers should evaluate their student's knowledge and abilities and use the standards that best fit their learning needs, while working to move the students to the appropriate grade level standards. 

 

The order of the standards at any grade level is not meant to imply a sequence of topics and should be considered flexible for the organization of any course. 

 

RETURN TO HOMEPAGE 

 

 

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Artistic Processes 

The drama/theatre standards emerge from the artistic processes of creating, performing, responding, and connecting. Each artistic process branches into multiple anchor standards. The anchor standards further divide into objectives, which describe student learning in drama/theatre.
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Objective Analysis 

Analysis for each grade-level objective is provided in a manner to support deep understanding of goals and expectations for the teacher and student. Following each Objective Analysis are links to Instructional Resources providing recommendations for lesson ideas and resources. Recommendations are not intended to be an exhaustive listing of instructional possibilities. 

 

Assessment of Student Learning in Drama/Theatre

Assessment reveals what a student knows and is able to do through data collected before, during, and after instruction. This section includes assessment scenarios for various formative and summative assessment models. The assessment scenarios are for optional use and are not required. 

UDL in the High School Advanced Drama/Theatre & Technical Theatre Classroom

Universal Design for Learning (UDL) is a research-based framework for improving student learning experiences and outcomes through careful instructional planning focused on the varied needs of all students, including students with visible and non-visible disabilities, advanced and gifted learners, and English learners. More information on UDL principles and guidelines, as well as practical suggestions for classroom teaching and learning, can be found at the National Center for UDL. 

 

 

 

 

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