|TH.68.C.1.1:|| Devise an original work based on a community issue that explores various solutions to a problem.|
|TH.68.C.1.3:||Determine the purpose(s), elements, meaning, and value of a theatrical work based on personal, cultural, or historical standards.|
|TH.68.C.1.4:||Create and present a design, production concept, or performance and defend artistic choices.|
|TH.68.C.1.6:|| Analyze selections from the canon of great world drama as a foundation for understanding the development of drama over time.|
|TH.68.C.2.1:||Use group-generated criteria to critique others and help strengthen each other’s performance.|
|TH.68.C.2.3:||Ask questions to understand a peer’s artistic choices for a performance or design.|
|TH.68.C.3.1:|| Discuss how visual and aural design elements communicate environment, mood, and theme in a theatrical presentation.|
|TH.68.F.1.2:||Use vocal, physical, and imaginative ideas, through improvisation, as a foundation to create new characters and to write dialogue.|
|TH.68.F.1.3:||Demonstrate creative risk-taking by incorporating personal experiences in an improvisation.|
|TH.68.F.2.1:||Research careers in the global economy that are not directly related to the arts, but include skills that are arts-based or derive part of their economic impact from the arts.|
|TH.68.F.3.1:|| Practice safe, legal, and responsible use of copyrighted, published plays to show respect for intellectual property and the playwright.|
|TH.68.H.1.3:||Identify significant contributions of playwrights, actors, and designers and describe their dramatic heritage.|
|TH.68.H.1.4:||Create a monologue or story that reflects one’s understanding of an event in a culture different from one’s own.|
|TH.68.H.1.5:||Describe one’s own personal responses to a theatrical work and show respect for the responses of others.|
|TH.68.H.2.3:||Analyze theatre history and dramatic literature in the context of societal and cultural history.|
|TH.68.H.3.2:||Read plays from a variety of genres and styles and compare how common themes are expressed in various art forms.|
|TH.68.H.3.3:||Use brainstorming as a method to discover multiple solutions for an acting or technical challenge.|
|TH.68.O.1.3:||Explain the impact of choices made by directors, designers, and actors on audience understanding.|
|TH.68.O.2.2:||Explain how a performance would change if depicted in a different location, time, or culture.|
|TH.68.O.3.2:||Explore how theatre and theatrical works have influenced various cultures.|
|TH.68.O.3.3:||Discuss the collaborative nature of theatre and work together to create a scene or play, respecting group members’ ideas and differences.|
|TH.68.S.1.2:||Invent a character with distinct behavior(s) based on observations of people in the real world and interact with others in a cast as the invented characters.|
|TH.68.S.2.1:||Discuss the value of collaboration in theatre and work together to create a theatrical production.|
|TH.68.S.2.3:||Analyze the relationships of plot, conflict, and theme in a play and transfer the knowledge to a play that contrasts in style, genre, and/or mood.|
|TH.68.S.3.1:|| Develop characterizations, using basic acting skills, appropriate for selected dramatizations.|
|TH.68.S.3.4:|| Lead small groups to safely select and create elements of technical theatre to signify a character or setting.|
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
|ELD.K12.ELL.SI.1:||English language learners communicate for social and instructional purposes within the school setting.|
General Course Information and Notes
VERSION DESCRIPTIONStudents explore advanced concepts and other aspects of theatre, and explore the elements of theatre design through practical application, projects, and increasingly complex dramatic literature. In parallel with their learning opportunities in theatre, they investigate careers in a wide variety of fields, including theatre and the other arts. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.
Special Note: Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.
Career and Education Planning – Per section 1003.4156, Florida Statutes, the Career and Education Planning course must result in a completed, personalized academic and career plan for the student, that may be revised as the student progresses through middle and high school; must emphasize the importance of entrepreneurship and employability skills; and must include information from the Department of Economic Opportunity’s economic security report as described in Section 445.07, Florida Statutes. The required, personalized academic and career plan must inform students of high school graduation requirements, including diploma designations (Section 1003.4285, Florida Statutes); requirements for a Florida Bright Futures Scholarship; state university and Florida College System institution admission requirements; and, available opportunities to earn college credit in high school utilizing acceleration mechanisms. For additional information on the Middle School Career and Education Planning courses, visit http://www.fldoe.org/academics/college-career-planning/educators-toolkit/index.stml.
Career and Education Planning Course Standards – Students will:
1.0 Describe the influences that societal, economic, and technological changes have on employment trends and future training.
2.0 Develop skills to locate, evaluate, and interpret career information.
3.0 Identify and demonstrate processes for making short and long term goals.
4.0 Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship.
5.0 Understand the relationship between educational achievement and career choices/postsecondary options.
6.0 Identify a career cluster and related pathways through an interest assessment that match career and education goals.
7.0 Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals.
8.0 Demonstrate knowledge of technology and its application in career fields/clusters.
Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
|Course Number: 0400025||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: Drama - Theatre Arts > SubSubject: General >
|Abbreviated Title: M/J THEATRE 3 C/P|
|Course Level: 2|
|Course Status: State Board Approved|
|Grade Level(s): 6,7,8|