DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Theatre

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1 Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Theatre Prepared by the State Board of Education (SBOE) TEKS Review Committees First Draft, These draft proposed revisions reflect the recommended changes to the fine arts Texas Essential Knowledge and Skills (TEKS) for theatre that have been made by the SBOE-appointed TEKS review committees. Proposed additions are shown in green font with underlines (additions) and proposed deletions are shown in red font with strikethroughs (deletions). Comments in the right-hand column provide explanations for the proposed changes. The following notations were used as part of the explanations: CRS information added or changed to align with the Texas College and Career Readiness Standards (CCRS) ER information added, changed, or deleted based on expert reviewer feedback MV multiple viewpoints from within the committee VA information added, changed, or deleted to increase vertical alignment TABLE OF CONTENTS Theatre, Level I... pages 1-4 Theatre, Level II... pages 5-8 Theatre, Level III... pages 9-12 Theatre, Level IV... pages Musical Theatre, Level I... pages Musical Theatre, Level II... pages Musical Theatre, Level III... pages Musical Theatre, Level IV... pages Technical Theatre, Level I... pages Technical Theatre, Level II... pages Technical Theatre, Level III... pages Technical Theatre, Level IV... pages Theatre and Media Communications Level I... pages Theatre and Media Communications Level II... pages 54-59

2 Theatre, Level I (a) (b) (1) (1)(2) (2) (3) TEKS with Edits 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 A level I theatre course is suggested as a prerequisite for Level II theatre courses. Introduction. The Fine Arts, as universal languages, incorporate the study of dance, music, theatre, and the visual arts to offer unparalleled experiences and empower students to explore realities, relationships, and ideas. The Fine Arts engage and motivate all students through active learning, critical thinking, and innovative problemsolving. Our disciplines develop cognitive functioning and increase student academic achievement, higher order thinking skills, communication, and collaboration. Students develop relevant aesthetic and cultural awareness through exploration leading to creative expression. Creativity is essential and the study of the Fine Arts nurtures and develops the whole child. Four Five basic strands--perception, Foundations: Inquiry & Understanding, Creative Expression: Performance, Creative Expression: Production, Historical and Cultural Relevance heritage, and Critical Evaluation and Response--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire will need in the 21st century. Through perceptual studies the Foundations: inquiry and understanding strand, students develop a perception increase their understanding of self human relationships and others and develop clear ideas about the world using elements of drama and conventions of theatre. Through the Creative Expression strand a variety of theatrical experiences, students communicate in a dramatic form, make engage in artistic choices thinking, solve problems, build positive self-concepts, and relate interpersonally and integrate knowledge with other content areas in a relevant manner. Through the Historical and Cultural Relevance strand students increase their understanding of heritage and traditions in theatre and the diversity of world cultures as expressed in theatre. Through the Critical Evaluation and Response strand, students engage in inquiry and dialogue, accept constructive criticism, revise personal views to promote creative and critical thinking, and develop the ability to appreciate and evaluate live theatre. 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. Through diverse forms of storytelling and production, students will exercise and develop creativity, intellectual curiosity, critical thinking, problem-solving, and collaborative skills. Participation and evaluation in a variety of theatrical experiences will afford students opportunities to develop an understanding of self and their role in the world. Committee Comments Technical Theatre will be its own course, with its own TEKS. MCI keeps up with the times and is more of a survey course. Updated to include 21 st century, CCRS, and more fluid language. Added description VA for high school. 1 Theatre Arts, High School, Level I

3 (c) (1) (1)(A) (1)(B) (1)(C) (1)(D) (1)(E) (1)(F)(E) (1)(G)(F) (1)(H) (1)(I) (1)(J) (1)(K) (2) (2)(A) (2)(B) (2)(C) Knowledge and skills. Perception Foundations: Inquiry and Understanding. The student develops a perception of concepts about self, human relationships, and the environment world, using elements of drama and conventions of theatre. The student is expected to: improvise, using understand the value and purpose of using listening, observation, concentration, cooperation, and emotional and sensory recall; develop and practice theatre preparation and warm-up techniques; employ develop and practice stage movement techniques and pantomime consistently to express thoughts, feelings, and actions non-verbally; develop and practice effective voice and diction to express thoughts and feelings; read scripts of published plays and analyze characters (such as describing physical, intellectual, emotional, and social dimensions); define and give examples of the language of theatre such as stage terminology, elements of theatre, or theatrical conventions theatrical conventions (time, setting, fourth wall, visual elements); and analyze and describe the interdependence of all theatrical elements;. define the roles of and appreciate the collaborative relationships between all artistic partners such as playwrights, composers, directors, actors, designers, technicians, and audience; identify and practice memorization skills; identify the principles of improvisation; and identify and recognize the importance of safe theatre practices. Creative Eexpression: P/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to: demonstrate safe use of the voice and body; analyze a character from a script, describing physical, intellectual, emotional, and social dimensions; define creativity as it relates to personal expression; employ effective voice and diction to express thoughts and feelings; This terminology was created from the CCRS This wording is clearer and MV In this strand, students understand more than employ these skills. MV we have made this clearer and more openended so that it fits all courses under description. Align with ELA more clear and also more open with OR We have moved this here from another strand as it belongs here. Memorization was not reflected in the TEKS and it critical MV moved from another strand Moved from another strand These are 2 separate strands now. VA moved to another strand as it fits better there. For students to understand creativity, they have to be able to define it. moved here from another strand as it belongs here. 2 Theatre Arts, High School, Level I

4 (2)(C)(D) (2)(E) (2)(D)(F) (3) use physical, intellectual, emotional, and social awareness to portray believable characters and convey a story when applying acting concepts, skills, and techniques; and employ physical techniques consistently to express thoughts, feelings and actions non-verbally; and create improvise, write, and refine original monologues, improvisations, scenes, or and vignettes that reflect dramatic structure to convey meaning to the audience through live performance or media forms. Creative Eexpression: Production. /performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to: made it clearer MV added from another strand We made clearer and adjusted this to accommodate media advances in our society MV nces in our society Clearer strand name. VA (3)(A) develop and practice stage-craft skills; There is no dash in this word. (3)(B) safely apply technical knowledge and skills to create and/or operate functional theatrical elements (such as scenery, properties, lighting, sound, costumes, makeup, current technology or and publicity); VA aligned with 8 th grade (3)(C) define the director's role as a unifying force, problem-solver, interpreter of script, and collaborator; moved to another strand (3)(D) (3)(E) (C) (3)(F)(D) (4) (4)(A) (4)(B) (4)(C) (4)(D) (4)(E) (4)(F) define the director's responsibility to the author's intent, script, actors, designers, technicians, and the audience; perform a the roles (such as actor, director, designer, technician, editor) of actor, ensemble member, and director in production decision making and collaborates with others to produce tell a story through live theatre or media with a unified production for public performance; and concentrate in one or more areas of theatre production ( such as acting, technical theatre, theatre management), demonstrating responsibility, artistic discipline, and creative problem solving. Historical and C/cultural heritage. Relevance. The student relates theatre to history, society, and culture. The student is expected to: portray theatre as a reflection of life in particular times, places, and cultures; and relate historical and cultural influences on theatre; and analyze the roles of live theatre, film, television, and electronic media in American society. analyze the roles of live theatre, film, television, and electronic media in contemporary society; appreciate the cultural heritages of world drama and theatre, and identify various representations in dramatic literature; appreciate the multi-cultural heritages of United States drama and theatre, and identify various representations in dramatic literature; and identify and appreciate the innovations and contributions of the United States to the forms of theatre, musical theatre, television, film and electronic media. moved to another strand as it belongs there. In Theatre Production, some students do not take on the role of actor or director. connections allows for more contemporary elements of culture. Made different letters. Added, was missing Added, was missing Added, was missing Added, was missing 3 Theatre Arts, High School, Level I

5 (5) (5)(A) (5)(B) (5)(C) (5)(B) (D) (5)(C)(E) (5)(D)(F) (5)(G) (5)(H) Critical Evaluation and Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to: analyze and apply appropriate behavior at various types of live performances; recognize theatre as an art form and evaluate self as a creative being. offer and receive constructive criticism of peer performances; evaluate live theatre in written and oral form with precise and specific observations using develop appropriate evaluative 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; evaluate film, television or other media in written or oral form with precise and specific observations using appropriate evaluative theatre vocabulary (intent, structure, effectiveness, value). 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 select explore career and avocational opportunities in theatre or media (such as theatre education, arts administration, performance, design, management, playwriting) and evaluate describe the training, skills, self-discipline, and artistic discipline needed to pursue them; use technology to document and present information in a clear and coherent manner; and connect theatre skills and experiences to higher education and careers outside of the theatre. Added to reflect CCRS Oddly constructed sentences with inappropriate focus. ER We separated out live theatre and media as it is critical to respond to live theatre. MV These standards are connected to CCRS We adopted this from CCR documents. Connections are important, 21 st century skills, CRS 4 Theatre Arts, High School, Level I

6 Theatre, Level II (a) (b) (1) (1)(2) (2) TEKS with Edits 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. The Fine Arts, as universal languages, incorporate the study of dance, music, theatre, and the visual arts to offer unparalleled experiences and empower students to explore realities, relationships, and ideas. The Fine Arts engage and motivate all students through active learning, critical thinking, and innovative problem-solving. Our disciplines develop cognitive functioning and increase student academic achievement, higher order thinking skills, communication, and collaboration. Students develop relevant aesthetic and cultural awareness through exploration leading to creative expression. Creativity is essential and the study of the Fine Arts nurtures and develops the whole child. Four Five basic strands--perception, Foundations: Inquiry & Understanding, Creative Expression: Performance, Creative Expression: Production, Historical and Cultural Relevance heritage, and Critical Evaluation and Response--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire will need in the 21st century. Through perceptual studies the Foundations: inquiry and understanding strand, students develop a perception increase their understanding of self human relationships and others and develop clear ideas about the world using elements of drama and conventions of theatre. Through the Creative Expression strand a variety of theatrical experiences, students communicate in a dramatic form, make engage in artistic choices thinking, solve problems, build positive self-concepts, and relate interpersonally and integrate knowledge with other content areas in a relevant manner. Through the Historical and Cultural Relevance strand students increase their understanding of heritage and traditions in theatre and the diversity of world cultures as expressed in theatre. Through the Critical Evaluation and Response strand, students engage in inquiry and dialogue, accept constructive criticism, revise personal views to promote creative and critical thinking, and develop the ability to appreciate and evaluate live theatre. 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.. Through diverse forms of storytelling and production, students will exercise and develop creativity, intellectual curiosity, critical thinking, problem-solving, and collaborative skills. Participation and evaluation in a variety of theatrical experiences will afford students opportunities to develop an understanding of self and their role in the world Committee Comments Tech Theatre now has its own TEKS VA with all fine arts This is the introduction that we updated for theatre I-IV We created this statement and updated introduction paragraph 2. 5 Theatre, Level II

7 (3) (c) (1) Through diverse forms of storytelling and production, students will exercise and develop creativity, intellectual curiosity, critical thinking, problem-solving, and collaborative skills. Participation and evaluation in a variety of theatrical experiences will afford students opportunities to develop an understanding of self and their role in the world Knowledge and skills. Perception. Foundations: Inquiry and Understanding. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to: Revised wording. Strands changed (1)(A) develop and practice theatre warm-up techniques; Revised wording. (1)(B) (1)(C) (1)(D) (1)(E) develop and practice employ stage movement techniques and pantomime consistently to express thoughts, feelings and actions non-verbally; demonstrate effective voice and diction; analyze dramatic structure and genre; identify examples of theatrical conventions in theatre, film, television, and electronic media; and (1)(F) relate the interdependence of all theatrical elements. and; Changed words to reflect new Bloom s (1)(G) develop and practice memorization skills. Aligning with Theatre 1 (2) (2)(A) (2)(B) (2)(C) (2)(B) (2)(D) (2)(C) 2(E) (2)(D) 2(E) Creative Eexpression: P /performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to: model safe, appropriate techniques to allow for physical, vocal, and emotional expression; demonstrate safe use of the voice and body; explore creativity as it relates to self and ensemble; analyze characters from various genres and media, describing physical, intellectual, emotional, and social dimensions; demonstrate effective voice and diction to express thoughts and feelings; apply physical, intellectual, emotional, and social interactions to portray create and sustain believable characters and convey a story when applying acting concepts, skills, and techniques; and develop physical techniques consistently to express thoughts, feelings, and actions non-verbally; improvise and write dialogue that reveals character motivation in short vignettes. create, write, devise, and refine original monologues, improvisations, scenes, or vignettes to convey meaning to the audience through live performance or media forms. Changed words to reflect new Bloom s Students need to understand creativity and add to their understanding as they move from Theatre I to II. Moved and reworded for alignment to changes in I Moved and reworded for alignment to changes in I Moved and reworded for alignment to changes in I Increase writing and creative opportunities 6 Theatre, Level II

8 (3) (3)(A) (3)(B) (3)(C) (3)(D) (3)(D)(E) (3)(E)(F) (4) (4)(A) (4)(B) (4)(C) (4)(D) (4)(E) (4)(F) (5) Creative Eexpression: Production. /performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to: develop and practice safe and effective stagecraft skills; construct and operate the technical elements of theatre safely and effectively; read and analyze examine cultural, social, and political aspects of a script to determine depict appropriately technical elements; appraise characters, themes, duties, and elements of a script to determine artistic roles and assignments; consider script selection, casting, and directing skills; define the director's responsibility to the author's intent, script, actors, designers, technicians, and the audience; perform a role (such as actor,director, designer, technician, editor) in production decision making and collaborate with others to tell a story through live theatre or media performance ;and 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 concentrate in select one or more areas of theatre production, (such as acting, technical theatre, theatre management), demonstrating responsibility, artistic discipline, and creative problem solving. Historical and C/cultural heritage. Relevance. The student relates theatre to history, society, and culture. The student is expected to: analyze historical and cultural influences on theatre; and define the influence of American society on live theatre and film.; analyze and evaluate the roles of live theatre, film, television, and electronic media in contemporary society; analyze the influences of world drama/theatre and identify various representations in dramatic literature; analyze the influences of the multi-cultural heritages of drama/theatre in the United States and identify various representations in dramatic literature; and analyze and evaluate the innovations and contributions of the United States to the forms of theatre, musical theatre, television, film and electronic media. Critical Evaluation and Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to: (5)(A) evaluate judge and apply appropriate audience behavior at various types of performances; Revised wording Revised wording Revised wording Combined for clarity Combined for clarity Clearer wording Added, was missing; evaluation is the next tier of intellectual growth of Bloom s Added, was missing Added, was missing Added, was missing 7 Theatre, Level II

9 (5)(B) (5)(C) (5)(D)(B) (5)(D)(C) (5)(E)(D) (5)(F) (5)(G) analyze theatre as an art form and evaluate self as a creative being. offer and receive constructive criticism of peer performances; 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 other media in written and oral form with precise and specific observations; evaluate identify the treatment of artistic elements (such as theme, character, setting, and action) in theatre, musical theatre, dance, art, and music, or other media and integrate more than one art form in informal presentations; and examine select career and avocational opportunities in theatre and film or other media (such as theatre education, arts administration, performance, design, management, playwriting) and evaluate explore the training, skills, self-discipline, and artistic discipline needed to pursue them.; use technology to document and present information in a clear and coherent manner; and connect theatre skills and experiences to higher education and careers outside of the theatre. Reflecting CRS and alignment with Theatre I Added was missing Changed to reflect current technology Rewording clarifies the expectation The standards are connected to the CCRS We adopted this from CRS documents. Connections are important, 21st century skills. 8 Theatre, Level II

10 Theatre, Level III (a) (b) (1) (1)(2) (2) TEKS with Edits General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre III (one credit), Technical Theatre III (one credit), Playwriting I, Directing I, 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. The Fine Arts, as universal languages, incorporate the study of dance, music, theatre, and the visual arts to offer unparalleled experiences and empower students to explore realities, relationships, and ideas. The Fine Arts engage and motivate all students through active learning, critical thinking, and innovative problemsolving. Our disciplines develop cognitive functioning and increase student academic achievement, higher order thinking skills, communication, and collaboration. Students develop relevant aesthetic and cultural awareness through exploration leading to creative expression. Creativity is essential and the study of the Fine Arts nurtures and develops the whole child. Four Five basic strands--perception, Foundations: Inquiry & Understanding, Creative Expression: Performance, Creative Expression: Production, Historical and Cultural Relevance heritage, and Critical Evaluation and Response--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire will need in the 21st century. Through perceptual studies the Foundations: inquiry and understanding strand, students develop a perception increase their understanding of self human relationships and others and develop clear ideas about the world using elements of drama and conventions of theatre. Through the Creative Expression strand a variety of theatrical experiences, students communicate in a dramatic form, make engage in artistic choices thinking, solve problems, build positive self-concepts, and relate interpersonally and integrate knowledge with other content areas in a relevant manner. Through the Historical and Cultural Relevance strand students increase their understanding of heritage and traditions in theatre and the diversity of world cultures as expressed in theatre. Through the Critical Evaluation and Response strand, students engage in inquiry and dialogue, accept constructive criticism, revise personal views to promote creative and critical thinking, and develop the ability to appreciate and evaluate live theatre. 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. Committee Comments Technical theatre is now its own course, added courses are for increased opportunities and rigor. VA with Fine arts Updated for alignment with K-12 9 Theatre, Level III

11 (3) (c) (1) (1)(A) (1)(B) (1)(C) (1)(D) (1)(E) Through diverse forms of storytelling and production, students will exercise and develop creativity, intellectual curiosity, critical thinking, problem-solving, and collaborative skills. Participation and evaluation in a variety of theatrical experiences will afford students opportunities to develop an understanding of self and their role in the world. Knowledge and skills. Perception Foundations: Inquiry and Understanding. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to: practice apply theatre preparation and warm-up techniques effectively; employ experiment with stage movement and pantomime consistently; demonstrate distinguish the proper techniques in the use of effective voice; such as and diction, inflection and projection; analyze and evaluate dramatic structure and genre; compare and contrast distinguish between the theatrical conventions of theatre to and the conventions of film, television, and electronic other media; and Updated paragraph (2) VA with all fine arts strands Reflects intellectual growth according to Blooms Reflects intellectual growth according to Blooms Reflects intellectual growth according to Blooms Reflects intellectual growth according to Blooms blooms (1)(F) evaluate analyze the interdependence of all theatrical elements. : and blooms (1)(G) (2) (2)(A) (2)(B) (2)(B)(C) (2)(C)(D) (2)(D)(E) develop and practice memorization skills. Creative Eexpression: P /performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to: practice appropriate safety measures; employ safe, appropriate techniques to allow for physical, vocal, and emotional expression; analyze creativity as it relates to self, ensemble and its effect on audience; analyze characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions; portray believable characters in improvised and scripted scenes of various styles; and experiment with improvised and scripted scenes of various styles to portray believable characters; and Aligning with Theatre I and II improvise and write dialogue that reveals character motivation, advances plot, provides exposition., and reveals theme. Changed to reflect intellectual growth Aligning with Theatre I and II Verbage and ER Clarification of expectations Change eliminates repetition from 2(c) 10 Theatre, Level III

12 (3) (3)(A) (3)(B) (3)(C) (3)(D) (3)(E) (3)(F) (4) (4)(A) Creative Eexpression: Production. /performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to: construct and operate experiment with the technical elements of theatre safely and effectively; in improvised or scripted scenes or plays; analyze and evaluate dramatic texts as a basis for technical discussions, considering themes, settings, times, literary styles, genres, and characters; cast and direct duet scenes; analyze the director's responsibility to the author's intent, script, actors, designers, technicians, and audience; analyze the roles of actor, ensemble, and director in production decision making and produce a unified theatrical production; and perform a role (such as actor,director, designer, technician, editor) in production decision making and collaborate with others to tell a story through live theatre or media performance; and select one or more areas of theatre production for study, perform the role of actor, director or technician demonstrating responsibility, artistic discipline, and creative problem solving. Historical and C/cultural heritage. Relevance. The student relates theatre to history, society, and culture. The student is expected to: evaluate historical and cultural influences on theatre; Adapt to format of fine arts Changing the focus of the course to differentiate from technical theatre Changed to align with Theatre II and ER Changing the focus of the course to differentiate from technical theatre ER (4)(B) analyze the influence of television on the United States; American society; and ER and American means all of Americas (4)(C) define selected theatrical styles and genres. Redundant (4)(C) (4)(D) (4)(E) (4)(F) (5) (5)(A) employ and evaluate the roles of live theatre, film, television, and other media in contemporary society; appraise the influences of world drama/theatre and perform various representations in dramatic literature; appraise the influences of the multi-cultural heritages of drama/theatre in the United States and perform various representations in dramatic literature; and analyze and evaluate the innovations and contributions of the United States to the forms of theatre, musical theatre, television, film and electronic media. Critical Evaluation and Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to: compare behavior at various types of performances and practice audience etiquette; Added to align with Theatre II Added to align with Theatre II Added to align with Theatre II Added to align with Theatre II 11 Theatre, Level III

13 (5)(B) (5)(C)(B) (5)(D)(C) (5)(E)(D) (5)(F) (5)(G) (5)(H) recognize theatre as an art form and evaluate self as a creative being. apply the concepts of evaluation to performances and evaluate theatre, film, television, and other electronic media with depth and complexity, using appropriate vocabulary; compare communication methods of theatre with that of art, music, and dance and other media and integrate more than one art form in informal and formal performances; and make judgments about selected career and avocational opportunities in theatre, film, and television and other media (such as theatre education, arts administration, performance, design, management, playwriting) and analyze the training, skills, self-discipline, and artistic discipline needed to pursue them. use technology to document and present information in a clear and coherent manner; relate theatre skills and experiences to higher education and careers outside of the theatre; and create a personal resume or portfolio of theatrical experience CRS and alignment with I and II Updated to reflect changes in technology, ER, CRS Reflecting 21st century Aligning with Theatre I and II Aligning with Theatre I and II and reflecting Bloom s Aligning with Theatre I and II and reflecting Bloom s CRS and ER 12 Theatre, Level III

14 Theatre, Level IV (a) (b) (1) (2)(1) (2) TEKS with Edits 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), Playwriting II, Directing II, 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. The Fine Arts, as universal languages, incorporate the study of dance, music, theatre, and the visual arts to offer unparalleled experiences and empower students to explore realities, relationships, and ideas. The Fine Arts engage and motivate all students through active learning, critical thinking, and innovative problemsolving. Our disciplines develop cognitive functioning and increase student academic achievement, higher order thinking skills, communication, and collaboration. Students develop relevant aesthetic and cultural awareness through exploration leading to creative expression. Creativity is essential and the study of the Fine Arts nurtures and develops the whole child. Four Five basic strands--perception, Foundations: Inquiry & Understanding, Creative Expression: Performance, Creative Expression: Production, Historical and Cultural Relevance heritage, and Critical Evaluation and Response --provide broad, unifying structures for organizing knowledge and skills students are expected to acquire will need in the 21st century. Through perceptual studies the Foundations: inquiry and understanding strand, students develop a perception increase their understanding of self human relationships and others and develop clear ideas about the world using elements of drama and conventions of theatre. Through the Creative Expression strand a variety of theatrical experiences, students communicate in a dramatic form, make engage in artistic choices thinking, solve problems, build positive self-concepts, and relate interpersonally and integrate knowledge with other content areas in a relevant manner. Through the Historical and Cultural Relevance strand students increase their understanding of heritage and traditions in theatre and the diversity of world cultures as expressed in theatre. Through the Critical Evaluation and Response strand, students engage in inquiry and dialogue, accept constructive criticism, revise personal views to promote creative and critical thinking, and develop the ability to appreciate and evaluate live theatre. 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. Committee Comments Technical theatre has its own course now, added for more opportunities and rigor in theatre VA with all fine arts Aligning with Theatre I-III, ER 13 Theatre, Level IV

15 (3) (c) (1) Through diverse forms of storytelling and production, students will exercise and develop creativity, intellectual curiosity, critical thinking, problem-solving, and collaborative skills. Participation and evaluation in a variety of theatrical experiences will afford students opportunities to develop an understanding of self and their role in the world. Knowledge and skills. Perception. Foundations: Inquiry and Understanding. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to: (1)(A) develop and practice create and demonstrate theatre preparation and warm-up techniques; Reflecting Bloom s and CRS (1)(B) employ devise and model stage movement and pantomime consistently; Reflecting Bloom s and CRS (1)(C) (1)(D) (1)(E) develop effective use of voice and diction; model proper techniques in the use of effective voice; such as and diction, inflection and projection; compare the dramatic structure of theatre to film, television, and electronic other media; evaluate theatrical conventions of various cultural and historical periods; and (1)(F) evaluate the interdependence of all theatrical elements. ; and (1)(G) (2) (2)(A) (2)(B) (2)(B)(C) (2)(C)(D) (2)(D)(E) (3) develop and model memorization skills. Creative Eexpression: P /performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to: evaluate and apply appropriate safety measures; model safe, appropriate techniques to allow for physical, vocal, and emotional expression; demonstrate creativity as it relates to self, ensemble and its effect on audience; evaluate character dimensions in scripts of analyze and interpret characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions; create and sustain believable characters; and interpret scripted scenes of various styles to portray believable characters; and VA Reflecting Bloom s and CRS outline and create individually or devise collaboratively imaginative scripts and scenarios that include motivated character, unique dialogue, conflict, and resolution for theatre, film, or television. Creative Eexpression: Production / performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to: Revised to accommodate for updates in technology, ER Aligning and building on with Theatre I, II, III Scaffolding from Theatre I, II, III Scaffolding from Theatre I, II, III ER blooms MV Reflects CRS and 21 st century learning and scaffolds 14 Theatre, Level IV

16 (3)(A) (3)(B) (3)(C) (3)(D) (3)(E) (3)(F) (4) (4)(A) (4)(B) design, construct, and operate appropriate technical elements of theatre, safely and effectively, collaboratively and individually; experiment with the technical elements of theatre safely and effectively in improvised or scripted scenes or plays; analyze and evaluate dramatic texts and direct brief scenes; demonstrate understanding of evaluate the director's responsibility to the author's intent, script, actors, designers, technicians, and audience; analyze production plans that include research, rehearsal plans, technical designs, and blocking; demonstrate leadership by casting and directing cast and direct a long scene or a short play, producing a unified theatrical production; and conduct concentrated studies apply expertise in one or more areas of theatre production, demonstrating responsibility, artistic discipline, and creative problem solving. Historical and C/cultural heritage. Relevance. The student relates theatre to history, society, and culture. The student is expected to: evaluate historical and cultural influences on theatre; evaluate the role of live theatre, film, television, and electronic other media in the United States American society; and Alignment with Theatre 3 Changed for blooms and scaffolding 21 st century learning skills and CRS clarity Blooms, ER (4)(C) trace historical and cultural developments in theatrical styles and genres. Redundant (4)(C) (4)(D) (4)(E) (4)(F) (5) (5)(A) (5)(B) (5)(B)(C) employ and evaluate the roles of live theatre, film, television, and other media in contemporary society; appraise the influences of world drama and theatre and perform various representations in dramatic literature; appraise the influences of the multi-cultural heritages of drama and theatre in the United States and perform various representations in dramatic literature; and analyze and evaluate the innovations and contributions of the United States to the forms of theatre, musical theatre, television, film and electronic media. Critical Evaluation and Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to: evaluate and practice appropriate audience behavior at various types of performances; Added to align with Theatre III Added to align with Theatre III defend theatre as an art form and value self as a creative being; apply evaluation concepts to performances and compare and contrast literary and dramatic criticism of theatre, film, television, or electronic other media; Added to align with Theatre III Added to align with Theatre III VA CRS and alignment with I and II 15 Theatre, Level IV

17 (5)(C)(D) (5)(D)(E) (5)(F) (5)(G) (5)(H) consider the compare the nature, components, elements, and communication methods of theatre, film, music, art, and dance, or other media and compare more than one art form in a specific culture or historical period; and evaluate selected career and avocational opportunities in theatre, film, television, and electronic other media (such as theatre education, arts administration, performance, design, management, playwriting, or dramatic criticism) justifying choice(s), and analyze the training, skills, self-discipline, and artistic discipline needed to pursue them; employ technology to communicate and present findings in a clear and coherent manner; appraise personal theatre skills and experiences to opportunities in higher education and careers outside of the theatre; and create a personal resume or portfolio of theatrical experience. Clarification of expectation Alignment with Theatre III Aligning with Theatre I and II and reflecting Bloom s Aligning with Theatre I and II and reflecting Bloom s CRS and ER 16 Theatre, Level IV

18 117.xx Musical Theatre, Level I (a) (b) (1) (2) TEKS with Edits General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Musical Theater I. A level I Theatre course is suggested as a prerequisite for Level II Theatre courses. Prerequisite suggested in two of the following: Theatre, Dance, or Music or by audition. Introduction. The Fine Arts, as universal languages, incorporate the study of dance, music, theatre, and the visual arts to offer unparalleled experiences and empower students to explore realities, relationships, and ideas. The Fine Arts engage and motivate all students through active learning, critical thinking, and innovative problemsolving. Our disciplines develop cognitive functioning and increase student academic achievement, higher order thinking skills, communication, and collaboration. Students develop relevant aesthetic and cultural awareness through exploration leading to creative expression. Creativity is essential and the study of the Fine Arts nurtures and develops the whole child. Five basic strands-- Foundations: Inquiry & Understanding; Creative Expression: Performance; Creative Expression: Production; Historical and Cultural Relevance; and Critical Evaluation and Response --provide broad, unifying structures for organizing knowledge and skills students will need in the 21st Century. Through the Foundations: Inquiry and Understanding strand, students develop a perception of self, human relationships, and the world, using elements of drama and conventions of theatre. Through the Creative Expression strand, students communicate in a dramatic form, engage in artistic thinking, build positive selfconcepts, relate interpersonally, and integrate knowledge with other content areas in a relevant manner. Through the Historical and Cultural Relevance strand, students increase their understanding of heritage and traditions in theatre and the diversity of world cultures as expressed in theatre. Through the Critical Evaluation and Response strand, students engage in inquiry and dialogue, accept constructive criticism, revise personal views to promote creative and critical thinking, and develop the ability to appreciate and evaluate live theatre. Committee Comments Justification for creating this course as its own course: Student Expectations for Musical Theatre are different from Theatre I and the course needs its own TEKS. This course is necessary so that schools can teach it and students can receive Fine Arts credit for the course. 17 Musical Theatre, Level I

19 (3) (c) (1) (1)(A) (1)(B) (1)(C) (1)(D) (1)(E) (1)(F) (1)(G) (1)(H) (1)(I) Musical Theatre will expose students to a wide range of on-stage performance disciplines, including acting performance, vocal performance, and dance performance. The course will also provide an atmosphere in which students benefit from a teaching and learning experience in these performance disciplines of musical theatre. Students will receive comprehensive and rigorous instruction so that they may make informed choices about the craft, college, and the profession. The course will enhance and cultivate the creative gifts of each student while encouraging a sense of self-confidence. The course will enable students to study and perform the varied styles of musical theatre with special attention to the principals of stage movement, stage vocal technique, stage choreography, acting, characterization, and all other aspects of a musical production. Knowledge and skills. Foundations: Inquiry and Understanding. The student develops concepts about self, human relationships, and the environment, using elements of drama, dance, music, and the conventions of musical theatre. The student is expected to: develop and practice theatrical, dance, and vocal music preparation and warm-up techniques; consistently employ stage movement, pantomime, elements of dance (such as ballet, tap, jazz, ballroom and Broadway dance forms); develop effective use of voice and diction in spoken dialogue to effectively express thoughts, feelings, and actions; develop appropriate singing technique in vocalized solo and ensemble repertoire to effectively express thoughts, feelings, and actions; understand professional audition techniques (such as musical selections, monologue performance, dance and movement, and the relationship between accompanist and performer); improvise, using emotional and sensory recall; compare the dramatic structure of musical theatre to, musical film, and musical television productions; define and give examples of the language of theatre such as stage terminology, elements of theatre, or theatrical conventions; analyze and describe the interdependence of all theatrical elements; analyze a character from a libretto, describing physical, intellectual, emotional, and social dimensions; Unifying the disciplines 18 Musical Theatre, Level I

20 (1)(J) (2) (2)(A) (2)(B) (2)(C) (2)(D) (2)(E) (2)(F) (2)(G) (2)(H) (3) (3)(A) (3)(B) (3)(C) (3)(D) (3)(E) define the roles of and appreciate the collaborative relationships between all artistic partners such as playwrights, composers, directors, musical directors, choreographers, actors, designers, technicians, and audience. Creative Expression: Performance. The student interprets characters through acting, singing and dance voice and body expressively, and creates dramatizations called for in a musical script. The student is expected to: evaluate and apply appropriate safety measures in vocalization, dance movement, and theatrical movement; define creativity as it relates to personal expression in musical theatre; study characterization in musical and scripts of various genres and styles; use physical, intellectual, emotional, and social awareness to portray believable characters and convey a story when applying acting concepts, skills, and techniques; practice proper voice usage and vocal production (such as correct vocal placement; correct vocal phrasing; correct vocal tone production; and vocal consistency in a performance situation); analyze lyrics of a song as a monologue, dialogue, or ensemble scene for interpretation, characterization and physicalization; create and sustain believable characters through musical theatre or song; and improvise and write material related to musical theatre (such as monologues, scenes, lyrics or choreography) to convey meaning to the audience through live performance or media forms. Creative Expression: Production. The student applies design, directing, choreography, and musical theatre production concepts and skills. The student is expected to: recognize safe and effective use of technical elements of musical theatre; identify the responsibilities of the director, musical director, choreographer to the composer and librettist s intent; recognize musical production plans (such as research, rehearsal plans, technical designs, blocking, choreography, and solo and ensemble musical numbers); concentrate in one or more areas of musical theatre production (such as acting, technical theatre, theatre management), demonstrating responsibility, artistic discipline, and creative problem solving; and perform a role (such as actor, director, designer, technician, editor) in production decision making and collaborate with others to tell a story through live musical theatre or media performance. 19 Musical Theatre, Level I

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