Four Strands of Learning
The curriculum is based on the Fine Arts Theatre TEKS and is built around four strands:
- Perception
- Creative expression/performance
- Historical and cultural heritage
- Response/evaluation
TEKS for High School Theatre
(TEA)
§117.64. Theatre, Level I.
General requirements.
Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre Arts I (one credit), Technical Theatre I (one credit), Theatre Production I (one-half to one credit). Theatre Arts I is a prerequisite for all theatre courses.
Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.
(2) Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.
Knowledge and skills.
Perception.
The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre.
The student is expected to:
(A) improvise, using emotional and sensory recall;
(B) develop and practice theatre preparation and warm-up techniques;
(C) employ stage movement and pantomime consistently to express thoughts, feelings, and actions;
(D) develop and practice effective voice and diction to express thoughts and feelings;
(E) define and give examples of theatrical conventions (time, setting, fourth wall, visual elements); and
(F) analyze and describe the interdependence of all theatrical elements.
Creative expression/performance.
The student interprets characters, using the voice and body expressively, and creates dramatizations.
The student is expected to:
(A) demonstrate safe use of the voice and body;
(B) analyze a character from a script, describing physical, intellectual, emotional, and social dimensions;
(C) portray believable characters when applying acting concepts, skills, and techniques; and
(D) improvise, write, and refine monologues, scenes, and vignettes to convey meaning to the audience.
Creative expression/performance.
The student applies design, directing, and theatre production concepts and skills.
The student is expected to:
(A) develop and practice stage-craft skills;
(B) safely apply technical knowledge and skills to create and/or operate functional scenery, properties, lighting, sound, costumes, makeup, and publicity;
(C) define the director's role as a unifying force, problem-solver, interpreter of script, and collaborator;
(D) define the director's responsibility to the author's intent, script, actors, designers, technicians, and the audience;
(E) perform the roles of actor, ensemble member, and director in production decision making and collaborates with others to produce theatre with a unified production for public performance; and
(F) concentrate in one or more areas of theatre production (acting, technical theatre, theatre management), demonstrating responsibility, artistic discipline, and creative problem solving.
Historical/cultural heritage.
The student relates theatre to history, society, and culture.
The student is expected to:
(A) portray theatre as a reflection of life in particular times, places, and cultures; and
(B) relate historical and cultural influences on theatre and analyze the roles of live theatre, film, television, and electronic media in American society.
Response/evaluation.
The student responds to and evaluates theatre and theatrical performances.
The student is expected to:
(A) analyze and apply appropriate behavior at various types of live performances;
(B) develop appropriate theatre vocabulary to apply the concepts of evaluation (intent, structure, effectiveness, value) to live theatre, film, television, and electronic media in written and oral form with precise and specific observations;
(C) identify and compare the treatment of moods in theatre, musical theatre, dance, art, and music and integrate more than one art form in informal performances; and
(D) select career and avocational opportunities in theatre and describe the training, skills, self-discipline, and artistic discipline needed to pursue them.
§117.65. Theatre, Level II.
General requirements.
Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre Arts II (one credit), Technical Theatre II (one credit), Theatre Production II (one-half to one credit). The prerequisite for each Level II theatre course is one credit of Theatre I in the corresponding discipline.
Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.
(2) Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.
Knowledge and skills.
Perception.
The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre.
The student is expected to:
(A) practice warm-up techniques;
(B) employ stage movement and pantomime consistently;
(C) demonstrate effective voice and diction;
(D) analyze dramatic structure and genre;
(E) identify examples of theatrical conventions in theatre, film, television, and electronic media; and
(F) relate the interdependence of all theatrical elements.
Creative expression/performance.
The student interprets characters, using the voice and body expressively, and creates dramatizations.
The student is expected to:
(A) demonstrate safe use of the voice and body;
(B) analyze characters from various genres and media, describing physical, intellectual, emotional, and social dimensions;
(C) create and sustain believable characters; and
(D) improvise and write dialogue that reveals character motivation in short vignettes.
Creative expression/performance.
The student applies design, directing, and theatre production concepts and skills.
The student is expected to:
(A) construct and operate the technical elements of theatre safely and effectively;
(B) examine cultural, social, and political aspects of a script to depict appropriately technical elements;
(C) consider script selection, casting, and directing skills;
(D) define the director's responsibility to the author's intent, script, actors, designers, technicians, and the audience;
(E) compare the roles of actor, ensemble, and director in production decision making and produce theatre with a unified production concept and style for public performance; and
(F) select one or more areas of theatre production, demonstrating responsibility, artistic discipline, and creative problem solving.
Historical/cultural heritage.
The student relates theatre to history, society, and culture.
The student is expected to:
(A) analyze historical and cultural influences on theatre; and
(B) define the influence of American society on live theatre and film.
Response/evaluation.
The student responds to and evaluates theatre and theatrical performances.
The student is expected to:
(A) judge and apply appropriate audience behavior at various types of performances;
(B) evaluate emotional responses to and personal preferences for dramatic performances, using appropriate theatre vocabulary, and apply the concepts of evaluation (intent, structure, effectiveness, value) to live theatre, film, television, and electronic media in written and oral form with precise and specific observations;
(C) identify the treatment of theme, character, setting, and action in theatre, musical theatre, dance, art, and music and integrate more than one art form in informal presentations; and
(D) select career and avocational opportunities in theatre and film and explore the training, skills, self-discipline, and artistic discipline needed to pursue them.
§117.66. Theatre, Level III.
General requirements.
Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre Arts III (one credit), Technical Theatre III (one credit), Theatre Production III (one-half to one credit), International Baccalaureate (IB) Theatre Arts SL, IB Theatre Arts HL (one credit per course). The prerequisite for IB Theatre SL and IB Theatre HL is one credit of any Theatre II course. The prerequisite for all other Level III theatre courses is one credit of Theatre II in the corresponding discipline.
Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.
(2) Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.
Knowledge and skills.
Perception.
The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre.
The student is expected to:
(A) practice theatre preparation and warm-up techniques effectively;
(B) employ stage movement and pantomime consistently;
(C) demonstrate effective voice and diction;
(D) analyze dramatic structure and genre;
(E) compare and contrast theatrical conventions of theatre to the conventions of film, television, and electronic media; and
(F) analyze the interdependence of all theatrical elements.
Creative expression/performance.
The student interprets characters, using the voice and body expressively, and creates dramatizations.
The student is expected to:
(A) practice appropriate safety measures;
(B) analyze characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions;
(C) portray believable characters in improvised and scripted scenes of various styles; and
(D) improvise and write dialogue that reveals character motivation, advances plot, provides exposition, and reveals theme.
Creative expression/performance.
The student applies design, directing, and theatre production concepts and skills.
The student is expected to:
(A) construct and operate the technical elements of theatre safely and effectively;
(B) analyze and evaluate dramatic texts as a basis for technical discussions, considering themes, settings, times, literary styles, genres, and characters;
(C) cast and direct duet scenes;
(D) analyze the director's responsibility to the author's intent, script, actors, designers, technicians, and audience;
(E) analyze the roles of actor, ensemble, and director in production decision making and produce a unified theatrical production; and
(F) select one or more areas of theatre production for study, demonstrating responsibility, artistic discipline, and creative problem solving.
Historical/cultural heritage.
The student relates theatre to history, society, and culture
The student is expected to:
(A) evaluate historical and cultural influences on theatre;
(B) analyze the influence of television on American society; and
(C) define selected theatrical styles and genres.
Response/evaluation.
The student responds to and evaluates theatre and theatrical performances.
The student is expected to:
(A) compare behavior at various types of performances and practice audience etiquette;
(B) apply the concepts of evaluation to performances and evaluate theatre, film, television, and electronic media with depth and complexity, using appropriate vocabulary;
(C) compare communication methods of theatre with that of art, music, and dance and integrate more than one art form in informal and formal performances; and
(D) make judgments about selected career and avocational opportunities in theatre, film, and television and analyze the training, skills, self-discipline, and artistic discipline needed to pursue them.
§117.67. Theatre, Level IV.
General requirements.
Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre Arts IV (one credit), Technical Theatre IV (one credit), Theatre Production IV (one-half to one credit), International Baccalaureate (IB) Theatre Arts SL, IB Theatre Arts HL (one credit per course). The prerequisite for IB Theatre SL and IB Theatre HL is one credit of any Theatre III course. The prerequisite for all other Level IV theatre courses is one credit of Theatre III in the corresponding discipline.
Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.
(2) Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.
Knowledge and skills.
Perception.
The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre.
The student is expected to:
(A) develop and practice theatre preparation and warm-up techniques;
(B) employ stage movement and pantomime consistently;
(C) develop effective use of voice and diction;
(D) compare the dramatic structure of theatre, film, television, and electronic media;
(E) evaluate theatrical conventions of various cultural and historical periods; and
(F) evaluate the interdependence of all theatrical elements.
Creative expression/performance.
The student interprets characters, using the voice and body expressively, and creates dramatizations.
The student is expected to:
(A) evaluate and apply appropriate safety measures;
(B) evaluate character dimensions in scripts of various genres and styles;
(C) create and sustain believable characters; and
(D) outline and create imaginative scripts and scenarios that include motivated character, unique dialogue, conflict, and resolution for theatre, film, or television.
Creative expression/performance.
The student applies design, directing, and theatre production concepts and skills.
The student is expected to:
(A) design, construct, and operate appropriate technical elements of theatre, safely and effectively, collaboratively and individually;
(B) analyze and evaluate dramatic texts and direct brief scenes;
(C) evaluate the director's responsibility to the author's intent, script, actors, designers, technicians, and audience;
(D) analyze production plans that include research, rehearsal plans, technical designs, and blocking;
(E) cast and direct a long scene or a short play, producing a unified theatrical production; and
(F) conduct concentrated studies in one or more areas of theatre production, demonstrating responsibility, artistic discipline, and creative problem solving.
Historical/cultural heritage.
The student relates theatre to history, society, and culture.
The student is expected to:
(A) evaluate historical and cultural influences on theatre;
(B) evaluate the role of live theatre, film, television, and electronic media in American society; and
(C) trace historical and cultural developments in theatrical styles and genres.
Response/evaluation.
The student responds to and evaluates theatre and theatrical performances.
The student is expected to:
(A) evaluate and practice appropriate audience behavior at various types of performances;
(B) apply evaluation concepts to performances and compare and contrast literary and dramatic criticism of theatre, film, television, or electronic media;
(C) compare the nature, components, elements, and communication methods of theatre, music, art, and dance and compare more than one art form in a specific culture or historical period; and
(D) evaluate career and avocational opportunities in theatre, film, television, and electronic media, justifying choice(s), and analyze the training, skills, self-discipline, and artistic discipline needed to pursue them.
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