Drama Foundations Walkaways
Term 1 or Term 3
Stage Environment Unit
□ I can show Ms. Cotten where the basic areas of the stage are (stage right, stage left, upstage, downstage, center, up right, up left, down right, down left, right center, left center, up right center, up left center, down right center, down left center)
□ I can show Ms. Cotten the following parts of the stage: proscenium arch, apron, wings, travelers, legs, curtains, cyclorama, electrics, dressing rooms
□ I can show Ms. Cotten I know the different types of stages: arena, thrust, proscenium, and black box
□ I can define the words: rate, pitch, tone, volume.
□ I can show Ms. Cotten how to change the rate, pitch, tone, and volume in my voice to create an interesting performance by performing a personal story in front of the class.
□ I can tell Ms. JCotten where the following body parts are: diaphragm, abdominal muscles, larynx, lip, teeth, tongue, soft palate, hard palate, vocal cords, gum ridge, glottis
□ I can define the words: energy, locomotion, balance, and relaxation
□ I can show Ms. Cotten how to use energy, locomotion, balance, and relaxation to create an interesting performance by performing a devised situational movement piece in a group.
□ I can explain body language, gesture, and facial expressions to Ms. Cotten in my devised performance.
□ I can show Ms. Cotten I know how to use body language, gestures, and facial expressions in my devised performance.
Self, Peer, and Performance Critique
□ I can give critiques that are positive, specific, and constructive (helpful)
□ I can show that I know how to set performance goals and figure out how to reach them
□ I can take appropriate and specific performance notes.
□ I can judge whether or not I’m a good audience member.
Term 2 or Term 4
□ I can define the rules of improvisation : 1) Always say “Yes”, 2) Say “Yes...and”, 3) Make statements, and 4)There are no mistakes. Only beautiful, happy accidents.
□ I can understand the rules to the improvisation activities.
□ I can define why improvisation is useful in performances.
□ I can perform in at least 2 improvisation games.
□ I can show Ms. Cotten how the following stage pictures would work in a group performance of a fairy tale: angles, tableaus, and levels.
□ I can tell Ms. Cotten what the responsibilities of an actor are: cheating out, memorization, character work, and not upstaging the other actors.
□ I can tell Ms. Cotten about how a good rehearsal should be run.
□ I can do excellent rehearsal etiquette: showing up on time, working as a team, focusing on the rehearsal, and being positive
□ I can put together a group performance using all the above techniques by performing in a group performance of a fractured fairy tale.
□ I can slate correctly: introduce self, piece, and characters, use 3 seconds of focus to begin, and say “thank you” to finish.
□ I can choose appropriate audition pieces. I know it should not be from a movie, a monologue book, or from the internet. It should be from a play or musical.
□ I can show Ms. Cotten I know the different types of auditions.
□ I can demonstrate appropriate audition etiquette.