Selected Poems of Joy Harjo - Music Center

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Visual and Performing Arts Framework for California Public Schools CCUSD Recommended Theatre Standards* *Selected by the CCUSD Front & Center Theatre Collaborative Teacher Advisory Committee, July 2010 The content standards are grouped under five visual and performing arts strands: 1.0 ARTISTIC PERCEPTION (AP) Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to Theatre Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre. 2.0 CREATIVE EXPRESSION (CE) Creating, Performing, and Participating in Theatre Students apply processes and skills in acting, directing, designing, and script writing to create formal and informal theatre, film/videos, and electronic media productions and to perform in them. 3.0 HISTORICAL AND CULTURAL CONTEXT (HCC) Understanding the Historical Contributions and Cultural Dimensions of Theatre Students analyze the role and development of theatre, film/video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to theatre. 4.0 AESTHETIC VALUING (AV) Responding to, Analyzing, and Critiquing Theatrical Experiences Students critique and derive meaning from works of theatre, film/video, electronic media, and theatrical artists on the basis of aesthetic qualities. 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS (CRA) Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas and to Careers Students apply what they learn in theatre, film/video, and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning and career skills. They also learn about careers in and related to theatre. Grade Two Artistic Perception 1.1 Use the vocabulary of theatre, such as plot (beginning, middle, and end), scene, sets, conflict, script, and audience, to describe theatrical experiences. Artistic Perception 1.2 Use body and voice to improvise alternative endings to a story. Creative Expression 2.1 Perform in group improvisational theatrical games that develop cooperative skills and concentration. Creative Expression 2.2 Retell familiar stories, sequencing story points and identifying character, setting, and conflict. Creative Expression 2.4 Create costume pieces, props, or sets for a theatrical experience. Music Center Anchor Work Model Curriculum Unit: Selected Poems of Joy Harjo. ©2011 Music Center: Performing Arts Center of Los Angeles County. All Rights Reserved. 48
Historical and Cultural Context 3.1 Identify theatre and storytelling forms from different cultures. Historical and Cultural Context 3.2 Identify universal characters in stories and plays from different periods and places. Aesthetic Valuing 4.1 Critique an actor's performance as to the use of voice, gesture, facial expression, and movement to create character. Aesthetic Valuing 4.2 Respond to a live performance with appropriate audience behavior. Aesthetic Valuing 4.3 Identify the message or moral of a work of theatre. Connections, Relationships, Applications 5.2 Demonstrate the ability to participate cooperatively in the different jobs required to create a theatrical production. Grade Three Artistic Perception 1.1 Use the vocabulary of theatre, such as character, setting, conflict, audience, motivation, props, stage areas, and blocking, to describe theatrical experiences. Creative Expression 2.1 Participate in cooperative script writing or improvisations that incorporate the Five Ws. Historical and Cultural Context 3.2 Identify universal themes in stories and plays from different periods and places. Aesthetic Valuing 4.1 Develop and apply appropriate criteria or rubrics for evaluating a theatrical experience. Connections, Relationships, Applications 5.1 Use problem-solving and cooperative skills to dramatize a story or a current event from another content area, with emphasis on the Five Ws. Grade Four Artistic Perception 1.1 Use the vocabulary of theatre, such as plot, conflict, climax, resolution, tone, objectives, motivation, and stock characters, to describe theatrical experiences. Artistic Perception 1.3 Demonstrate how voice (diction, pace, and volume) may be used to explore multiple possibilities for a live reading. Examples: I want you to go. I want you to go. I want you to go. Music Center Anchor Work Model Curriculum Unit: Selected Poems of Joy Harjo. ©2011 Music Center: Performing Arts Center of Los Angeles County. All Rights Reserved. 49
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Page 5 and 6: Model Lesson One - Puppetry Arts: I
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Page 25 and 26: Model Lesson Six - Theatre: Choral
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Selected Poems of Joy Harjo - Music Center

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