Sandy Faison

November 20, 2005

 

       

       Course Descriptions With Standards/Benchmarks/Strands

                                    

 

 

“Is There Life After High School?”

Producing Theater I (Senior Technical students) is offered for the first time this year. This practical course focuses on building a career. Students set goals, assess their current skills and develop new practical skills in order to find work or internships in the entertainment field. Students are introduced to working budgets, job descriptions, and job opportunities for Broadway and off-Broadway shows, film production and television series. Guest artists first semester include James Hirsch, executive producer of the current HBO series ROME, Chase Mishkin, Tony award winning Broadway producer, Paul Gallo, Broadway lighting designer, and Susie Cordon, Broadway stage manager. The culminating project is an individual portfolio filled with the students’ personal and professional ambitions, a plan to achieve those goals, a formal resume, a letter and follow-up letter expressing interest in an internship, a list of valuable resources, and a list of job opportunities that the students tracked down on their own. They are also to feature several examples of work in their field that they are proud of. The portfolio is meant to be a work in progress that can be updated, rewritten and ultimately presented to an interviewer.

 

 

Producing: Blueprint For the Arts, Benchmark 12

                     “Exploring Careers and Lifelong Learning”

 

·      Students identify potential career paths through an exploration of the careers in theater, associated industries and professional unions and guilds.

 

·      Students become self-guided pre-professionals by identifying

    theater internships, college and conservatory programs.

 

 

 

 

 

 

“Dramatically Human History, Then and Now”

Drama Survey. (Sophomores)

 

Students will acquire an overview of theater history that connects purpose, acting style and plays performed throughout the ages.  Students will be able to recognize the basic elements of dramatic action, including exposition, rising action, inciting incident, climax, falling action and denouement. Students will read at least one play from Ancient Greece and Rome, Medieval Europe, The Golden Age of Spain, 17th century France, 18th century Germany and 19th century Russia and Scandinavia. Videos will be utilized to introduce the students to Japanese Theater, Peking Opera, American Musical Theater and Commedia dell’Arte. Attention is given to the circumstances,  culture, and events that effect a character’s moral, intellectual and emotional choices.

 

 

 

 

Survey: Benchmark 12- Blue Print for the Arts

                                   “ Developing Theater Literacy”

      

·  Students develop a deep personal connection to theater and a realization of the meaning and messages in theater.

o      Students will be able to understand that theater fosters self-reflection by examining the world of the play and the moral, intellectual and emotional choices that characters make.

 

·  Students engage in research and analysis as dramaturges to distinguish similarities and differences in diverse theater forms.

o      Students will be able to identify the distinguishing characteristics of major periods in Western theatrical innovation.

o      Students will be able to recognize the distinguishing characteristics of theater from diverse cultures.

 

 

Survey Benchmark 12- Blue Print for the Arts

                                   “ Theater Making: Acting”

 

·      Students will be able to apply a knowledge of the characteristics of various genres, including:

o      tragedy, comedy, farce, melodrama, classical, experimental and musical theater

 

 

New York State Theater Standard 4:

 Understanding the Cultural Dimensions and Contributions of The Arts

 

·      Students will read a variety of plays from different cultures.

·      Students will articulate the societal beliefs, issues, and events

·      Students will explain how drama/theater experiences relate to themselves and others.

 

 

 

 

New York State Theater Standard 3:

Responding To and Analyzing Works of Arts

 

·  Students will articulate an understanding, interpretation, and evaluation of a theater piece using appropriate critical vocabulary

 

 

 

 

 

Improvisation (Freshmen) stimulates and develops imagination, spontaneity, creative risk-taking, responsiveness and ensemble skills through individual as well as group theater and problem solving improvisation exercises. The exercises utilized were originated by Sandy Meisner, Viola Spolin, Augusto Boal, Jaques Lecoq, and Keith Johnstone.  

 

 

 

Improvisation Benchmark 12- Blueprint for the Arts

              “Imagination, Analysis and Process Skills”

 

·      Students will increase their ability as imaginative and analytical actors while continuing to participate as collaborative ensemble members.

o      Students will be able to respond imaginatively and expressively to imaginary circumstances in improvisations.

o      Students will be able to maintain consistent focus and concentration in improvisations and scene work.

o      Students will be able to make imaginative and expressive use of props, costumes and setting.

 

·      Students demonstrate the ability to reflect on and think critically about their work.

o      Students will be able to contribute responsibly and positively to ensemble efforts.

o      Students will be able to receive, respond to, elaborate on and incorporate directions.

o      Students will be able to communicate clearly and respectfully with fellow actors.

 

 

 

 

 

 

Freshman Vocal Production Class in the Drama Theater.

The focus is on freeing the natural voice, increasing resonance, articulation of consonants and blends, proper placement, and ear training in addition to proper breathing, support and projection. Vocal Production is also the only class in which all of the freshman drama students work together. Emphasis, therefore, is also placed on building community. Because of its large size, two teachers instruct the class.

 

Sophomore Vocal Tech Class: Students are introduced to solfege, the essentials of music theory for tonality, tempo, rhythm and supported tones. The class also continues with more focused resonance and articulation exercises and a thorough review of IPA.

 

The Junior Voice and Diction Class enhances all of the above introducing techniques for more advanced elevated speech. Students experiment with sound and are introduced to accents and dialects. Outside experts are invited to work with the class. Care is also taken to acquaint the students with the culture of the different countries.

 

(Ed. note    For example, on “Irish Day,” guest speakers Annie McGreevey and Michael McMonegal introduced the class to Irish accents by acting out a scene by O’Casey, Irish music by singing a song, Irish playwrights, Irish culture and talked about what is happening in Ireland today. Therefore, students learn about the people behind the accent, not just the accent.)

 

Make-up (Juniors) teaches the principles of color, shading and techniques for applying corrective, middle age, old age, character, and expressionistic make-up. Students learn to apply make-up on themselves and on classmates. Guest make-up artists are also invited to give the class “inside tips.”

 

Audition Technique. (Seniors) First semester introduces and teaches practical application of the techniques necessary for successful auditioning for commercials, industrials, film, voice-overs, musicals, and stage. Students participate in mock auditions on stage and  receive practical professional advice from working guest artists.