Course Overview for Creative Drama:
Creative Drama will focus on three primary aspects of the theater: the analysis of play and screenwriting structure, improvisation, and theatrical presentation (monologues and scenes). Students will be expected to participate on a daily basis in classroom activities, which will include breathing and vocal exercises, theater games, role-play, readings of scenes and plays (from classical to modern), film viewing analysis, and theatrical performances of improvisations, monologues, and scenes. Types of assignments include an actor’s journal (in preparation for acting a role), PBLA’s, formal, memorized and blocked performances, and a final assessment. The specifics of teacher expectations are located at The primary common core state standards for this class are the following:
CC.9-10.R.L.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CC.9-10.R.L.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme
CC.9-10.R.L.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CC.9-10.R.L.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CC.9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.9-10.SL.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CC.9-10.SL.1.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Course Over view for Theater Workshop:
Theater Workshop will focus on the further development of improvisational skills and theatrical presentation begun in Creative Drama. This course offers a more in-depth approach to acting and directing, which involves discussion, activities, and exercises from various schools of “The Method,” including Konstantin Stanislavksi, Lee Strasberg, Stanford Meisner, and Uta Hagan. Students are expected to participate daily in vocal exercises, audition skills, practical theatrical employment advice, theater games, advanced improvisations, sense memory exercises, animal work, and monologues and scenes from contemporary and classical plays.
Written assignments include an actor’s journal in preparation for acting a role (Stella Adler model), reflections, and critiques and evaluations of professional award-winning film directing and acting. This course is appropriate for students who want to explore the possibility of a professional acting or directing career or who simply want to have a rich, creative opportunity to hone their public speaking and interviewing skills. In the competitive job market of the 21st century, the ability to present oneself as poised, confident, and articulate is of paramount importance.
Performances and PBLA’s: 60%
Improvs/Activities, Participation (Speaking/Listening CCSS): 30%
Final Exam: 10%
Grades will be “quarterless,” as all students reach mastery of different skills at different speeds. As the semester progresses, summative assessments are more heavily weighted to allow a transparent and realistic view of student mastery of learning. Learning assessed through a yearlong/semester-long continuum also more accurately reflects college assessment practices.
Common Core State Standards:
CC.11-12.R.L.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CC.9-10.11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10, 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.9-10.11-12.SL.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CC.9-10.11-12.SL.1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CC.9-10.11-12.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Monologues and scenes from a variety of plays or appropriate movies and/or Electronic sources. Students may also write their own monologues and/or scenes for performance.
Theater: Preparation and Performance by Charlotte Lee and David Grote (excerpts)
Theater: Art in Action (excerpts)
Notebook and writing implement for every class period.
All students must attend all classes. Cutting is not acceptable, and the school attendance policy will be strictly enforced. As this is a one-semester class, 11 unexcused absences will result in a loss of credit for the course. Please refer to the NFHS Students and Parents’ Handbook for specific guidelines regarding the NFHS absentee policy. You must be in your seats promptly after the bell rings with all the appropriate items needed for class (notebook, scripts, homework, writing implement, etc.).
Homework is an important and necessary part of your learning experience and enables students to participate more fully and successfully in class activities. All assignments are expected on their due dates. When an assignment is missed due to an excused absence, it will be made up in a timely manner. Please see the Make-up Policy section of your Student/Parent Handbook for more specific detail.
Expectations of an active learner:
An active learner
The Class includes the following depending upon student interest, curiosity, and ability:
Prop Studies Improvisations
Commercials/ "How To" Guides
History of Theater
Sense Memory Work
Psychiatric Disorder Study
Greek Theater PBLA