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Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

1. Course outline-Use the following table to organise the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

–This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject.

–This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the subject guide.

–If you will teach both higher and standard level, make sure that this is clearly identified in your outline.

Diploma Programme subject outline—Group 6: the artsSchool name Meridian School School code 922775

Name of the DP subject

SL & HL Theatre

Level(indicate with X)

Higher Standard completed in two years

Standard completed in one year *

X X

(indicate option(s) in visual arts)

(indicate option(s) in music) (indicate option(s) in music)

Name of the teacher who completed this outline

Reina A. Johnson Date of IB training June 18- 21, 2012

Date when outline was completed July 2012

Name of workshop (indicate name of subject and workshop category)

Category 1 Theatre, ISTA

Topic/unit/assessment component

(as identified in the

IB subject guide)

State the topics/units/assessment components in the order you are planning to teach

them.

Contents Allocated time Assessment instruments to be

used

ResourcesList the main

resources to be used, including information

technology if applicable.

One class is minutes.90

In one week there are classes.4

Year 1

Intro to the course Overview of the core components:

o Theatre in the Making (TIM)

o Theatre in Performance (TIP)

o Theatre in the World (TIW)

Intro to TIM stimuli & action plan

Introduction to TIP roles & capacities

Introduction to year 11 of the IB program of study

Introduction to the year 11 assessments

Overview of how the Journal assignments work

August 8- 17

(1 1/2 weeks)

not assessed -copies of IB & ISTA Handouts

-link to theIBO website



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Theatre in Performance (TIP)

Topic: Pantomime

Unit: Do actions Speak Louder than Words?

Objectives: -Engage practically in creating & presenting performances, which will include a basic level of technical proficiency

-Reflect on their own development in Theatre through continual self evaluation & recording

Using Laban breathing techniques the instructor will teach physicality, breath, & relaxation. Students will learn the science behind breath and how the body creates and uses it for projection

Pantomime exercises will be taught by viewing Marcel Marceau Buster Keaton, and Charlie Chaplain

Students will be given a stimulus from 6 Word Memoirs and asked to create an original pantomime performance to be performed for their peers containing a basic level of technical proficiency in pantomime using Focus, Reach, Take, Accent, & Release(Stimulus 1 & TIW, pantomime)

Students are given a choice of three sets of lyrics to a popular song from another culture (TIW, pop culture) & asked to create a mime to the song (TIW, pantomime) & a short scene that introduces the song. (Students will create their 1st Theatre in the Making Action plan for this performance)

(Mock/Practice DP Research investigation assigned)

August 20- September 7th (3 weeks)

InternalAssessments

Journal:Criterion C

Performance(S):Criterion A & B

HL: Criterion D

-Ipads (Itunes)

-Macbooks (internet)

-Various Pantomime videos (Marcel Marceau, Charlie Chaplain, Red Skelton, etc)

-Six Word Memoirs web site or book

-Song lyrics

Garage Band (sound editing software)

-Michaael Lugering’s The Expressive Actor



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Theatre in the World (TIW) &Theatre in Performance (TIP)

Topic: Improvisation (Commedia Del Arte)

Unit: On the Fly!

Objective: Demonstrate a theoretical and practical knowledge of Theatrical Traditions from more than one culture&Reflect on their own development in Theatre through continual self evaluation & recording

-Teacher will demonstrate improvisation using guided improvisation exercises.

-Students will research different forms ofimprovisation practices Harold Technique, “Yes, and”, object work, emotion, Stanislavski, & comedy sports

-Present that practice to the class teaching their peers how touse it & the practice (Journal, improvisation research & reflection)

-Introduction to the stock characters of Commedia Del Arte (TIW, Commedia Del Arte)

-Students are given a variety of Lazzi to develop and perform.(TIP, participate in 1 performance role or capacity)____________

Assign Practical Performance Proposal (PPP)

Mock Yr 2 Theatre Performance & Production Presentation (TPPP)

Gather 1st images (HL-2 images & SL-1 image)

September 10- October 5th (4 weeks)

InternalAssessments:

Lazzi Performance(Criterion A & B)

Journal:Criterion C

HL Research in journal

Quiz over Stock Characters

Performance of Lazzi

Participation in improvisation exercises

Improv, Keith Johnstone

The EssentialTheatre, Brockett

VariousCommedia books

Online blogs & Gail (online library) articles



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Topic: Guerilla Theatre & Devised Theatre

Unit: Flash Act

Objective(s): Demonstrate a theoretical and practical knowledge of Theatrical Traditions from more than one culture, Reflect on their own development in Theatre through continual self evaluation & recording, & Demonstrate an understanding of Production elements & Theatre practices

-Introduce Students to the basic principles of Guerilla Theatre & Devised Theatre

-Assign students to used the practice of Devised Theatre to create a Guerilla style performance that provides a public service announcement to be performed in a public place & videotaped_______________________

TIW: Theatrical Practice 1 (Guerilla & Devised Theatre)TIM: October UIL Super Conference (Master class style) &/or Austin Shakespeare Workshops (held on our campus, at the Castle theatre (a replica Elizabethan Theatre on Lake Austin, or Long Center in Austin, TX)

TIP: Participation in performance role/capacity 2 (SL- 2 roles/capacities, HL- 3 roles capacities)

HL, Mock DP Stimulus 2 & Action Plan 2

Journal: Guerilla & Devised Theatre prompts

Mock DP Research Investigation Assignment

Mock Practical Performance Proposal (PPP) Assignment

Mock DP TPPP Assignment #2

October 8- November 2

(3 weeks, not including fall break)

Internal AssessmentPerformance & Journal

Criterion A, B& for higher level D

Public performanceon video

-video clips of Guerilla Theatre&Devised Theatre

-Internet

-Macbooks

-Ipads



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Theatre in the Making (TIM)

Topic: Script Writing (The racial integration of the Georgetown Texas Independent School District, an original play to be written in class)

Unit: Giving life to words

Objective: Demonstrate initiative and perseverance in both individual and group projects, acquire appropriate research skills and apply them, & Reflect on their own development in Theatre through continual self evaluation & recording

-Students will be introduced to the script writing process

-Students will 1st research the history behind the racial integration of the Georgetown Texas Public schools in the 1960s & look at integration in other areas of the US and parts of the world during the 60’s and other time periods & places for comparisons

-As a class the students will fully develop written portions of an original play depicting the events that occurred during the 1960s’s racial integration of the Georgetown Texas Public Schools

TIM: Script Sides

TIP: Performances of scenes from the original play to check for realistic application

TIW: Small research assignments looking at integration in different parts of the world at the same and different times in culture

Journal due in December for mid-terms

December TPPP Midterm assignment due (SL 3 images, HL 4 images)

November 12- December 14th

(4 weeks not including Thanksgiving break)

Internal Assessments:Journal using criterion A, B, C, & higher level D

Reflection Journals

Original written scenes

Completed functional script for a realized performance

Research

Performance of scenes from the play

-original research from Dr. Marsha Farney (Georgetown resident)

-research and writing from Debbie Shepard, Georgetown Resident &Meridian Staff Member

-Georgetown & Williamson County Newspapers Archives

-The Land Beyond the River, a play about integration in the United States

-The film, Hairspray



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(non-text based)

Topic: Production (Original Play (title TBD, about the integration of the Georgetown Schools)

Unit: What’s my part in the whole?

Objective: Demonstrate an understanding of Production elements & Theatre practices, engage practically in creating & presenting performances, which will include a basic level of technical proficiency, and reflect on their own development in Theatre through continual self evaluation & recording

-Students will be introduced to the audition process

-Introduction to the basic precepts of Meisner Method Acting & The Stanislavski Method

-Participation in the rehearsal process

-Participate in the production of original play (refer to script writing unit above), playing a role as: actor designer technician_______________

TIM: Rehearsal process

TIW: Theatrical Practice 2 (Stanislavski & Meisner Methods)

TIP: Participation in Performance in 1 Role/Capacity (SL- 2 roles/capacities, HL- 3 roles/capacities)

January 2- February 23 (7 weeks)

Internal AssessmentPerformance(s)Using Criterion A, B, & higher level D & E

Line Memorization

Participation in a performance at the Lone-star One Act Play Festival in Wimberley, TX

-rented Performancevenue

-original Scripts from script writing unit

-scenery

-props

-costumes

-Meridian theatrical lighting system

-Meridian sound system with 4 mics

-additional rentedmics if needed (Rock & Roll Rental, Austin, TX



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Theatre in the World (TIW)

&


(non text based)

Topic: Theatre of Cruelty & Brechtian Epic Theatre

Unit: Say it like it is

Objective: Demonstrate an understanding of Production elements & Theatre practices, engage practically in creating & presenting performances, which will include a basic level of technical proficiency, reflect on their own development in Theatre through continual self evaluation & recording, demonstrate initiative and perseverance in both individual and group projects, & (HL only) Demonstrate an understanding of the complex process of performance

-Students are introduced to the main elements of Brechtian Epic Theatre & Artaud’s Surrealist Theatre of Cruelty

-Students are asked to write an original piece of Theatre & perform twice using Brechtian Epic Theatre in 1 performance and Theatre of Cruelty in the other. Their original piece must depict a social issue in a specific society. An issue that is often unaddressed.

_____________

TIM: HL- stimulus 3 & Action Plan 3

TIP: Participation in a performance role or capacity (HL- 3, SL 2)

TIW- Theatrical Practice 3 (Theatre of Cruelty & Brechtian Epic Theatre)

Mock DP PPP Assignment

Mock DP TPPP Assignment- HL, 6 images & SL, 4 images

Journal & Mock DP TPPP assignment due March 15th

February 25- March 29th

(4 weeks not including spring break)

Internal AssessmentCriterion A, B C, & in HL D

-original Script

-Brechtian Performance

Theatre of Cruelty Performance

-books and web sites on Brecht, Epic Theatre, Surrealism, Artraud, and Theatre of Cruelty

-videos clips on the above topics

-the Resistible Rise of Arturo Ui, video



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Theatre in the World (TIW)& Theatre in Performance (TIP)

(non text based)

Topic: Pageant Wagons

Unit: Title TBD

Objective: Demonstrate an understanding of Production elements & Theatre practices, engage practically in creating & presenting performances, which will include a basic level of technical proficiency, & reflect on their own development in Theatre through continual self evaluation & recording

-Introduce students to Various types of pageant wagons (Liturgical, Carpentry, Bakers, etc)

-Write original Scripts for different characters around theschool (physical education, office ladies, nurse, kinder, secondary, etc)

-Build pageant wagons on 8’ x 4’ stock platforms & have shows around the building

-Students will create costumes, assemble a set and perform in their pageant wagon plays_____________

TIW- Pageant Wagons

TIM- Scenic, Costume, Prop Design & Script Writing

TIP- Participate in a performance in a role or capacity (HL- 3 roles/capacities, SL- 2 roles/capacities)

Mock DP Research Investigation Assignment

April 1- 26 (4 weeks)

Internal Assessment

-script

-pageant wagon &scenery

-props & costumes

-performance

-stock 4’x8’ platforms (we have four)

-costumes

-Macbooks & Ipads

-working relationshipwith Primary principal, Assistant Principal and teachers

-working relationship with the AAA after school program



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(Theatre in the World)

(Text based)

Topic: Bunraku Puppetry

Unit: No strings attached

Objectives: Demonstrate an understanding of Production elements & Theatre practices & Reflect on their own development in Theatre through continual self evaluation & recording

-Research the history of Bunraku Puppetry

-Participate in a three man bamboo pole exercise to gain the physicality of Bunraku puppetry

-Create Bunraku Puppets out of Newspaper

-Perform a scene with a Bunraku puppet from a traditional script, The Love Suicides at Sonezaki___________

TIW: Bunraku Japanese Puppetry

TIM: Build Bunraku puppets

TIP: Participate in a performance in a role or capacity(HL- 3 roles/capacities, SL- 2 roles/capacities)

Mock Research Investigation work

April 29- May 10

(Two weeks)

Internal Assessment -Puppet Construction according to handout guidelines

Performance of The Love Suicides at Sonezaki

-Newspapers

-Duct or Masking tape

-Bamboo sticks (2 per three students)

-Copies of The Love Suicides at Sonezaki



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Final Exams -Mock Yr 2 TPPP: Critical information sheet, Theatre Performance & Production Presentation (SL 6 images & HL 8 images

-Mock TPPP Portfolio

-Final Journal submission for year 11

May 13- 24 (2 weeks including final exam days)

Mock Yr 2 TPP Presentations (HL 30 mins, SL 20 mins)

TPPP Portfolio(paper)

Journal

-Video camera or voice recorder & DVDS or CDs

-stop watch

-Macbooks

-LCD projector

-Promethean Board

-access to online blog website for students journals

Year 2

Intro to the course August 8- 17

Promethium boards, Macbooks, Ipads, library, performance space, costumes, props, stock set pieces, lighting

Begin Research Investigation

August 20

Research Investigation Form Due

September 4 Research InvestigationForm

Research Investigation Outline Due

September 24th Research InvestigationOutline

Independent Project Work Begins

October 1st Practical Performance Proposal

Research Investigation Draft Due

October 29th RI Draft



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instruments & board, sound system

PPP Stimuli given Dec 2nd

External Research Investigation Due

December 10th External Research Investigation

Independent Project portfolio work begins

January 7th Checks for Progress on Independent Portfolio Project

Independent Project Tech Week

January 22nd Attendance & Progress on Independent Portfolio Project

Independent Project Show Case

January 27th Independent Project Show Case Production

TPPP Work Begins February 4th Checks for progress on TPPP

TPPP Presentations March 4th TPPP Presentations (HL 30 mins, SL 20 mins)

5 Week PPP process begins

March 8th Check for progress on PPP & participation in class

External Assessment PPP Due

April 19th PPP Performances & Production Portfolio

2. Diploma Programme external and internal assessment components to be completed during the course

Briefly explain how and when you will work on them. Include the date when you will first introduce the assessment components to your students. Explain the different stages and timeline and how students will be prepared to undertake both.

Year 12Aug 8- 24 Intro to Course

Aug 27th Research Investigation begins

Sep 4th Research Investigation Form Due

Sep 24th Research Investigation Outline Due

Oct 1st Independent Project Work begins

Oct 29th Research Investigation Draft Due

Dec 2nd PPP stimuli given

Dec 10th External Research Investigation Due

Jan 7th Independent Project Portfolio Work Begins

Jan 22nd Independent Project Tech Week

Jan 28th Independent Project Show case

Feb 4th TPPP Work Begins

Mar 4th TPPP Presentations

Mar 8th 5 week PPP process begins

April 1st Internal Assessments to IB Coordinator for April 10th postal service

April 19th External Assessment PPP Due (due to IB by April 28th)

3. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)Ideas:Theatre vs. Life, which is a reflection of which?

Topic:Medieval Theatre and Pageant Wagons

The following lesson could be used while teaching students about Medieval Theatre. This lesson would be included when discussing the church’s involvement in the Theatre. The two were so intertwined during the Medieval Age that it is hard to delineate which influenced which.

Engage: -Pose the question, “Is art a reflection of life or is life a reflection of art?”

-Have the students journal their answers with supporting arguments and share out their answers to the class

Explore: -Show students news clips of acts of violence through the years from around the world and discuss films, Theatre, books, artwork, and video games portray violence.

-From two stances (Violence influences Art or Art influences violence) discuss the ways of knowing that one influences the other.

Explanation: -Give students example productions (in which various world Theatre practices are used) to research on the internet and discuss amongst their small group whether or not each particular production supports Theatre reflecting life or life reflecting Theatre.

Elaboration: -Have students research historical acts of violence coupled with films, music, artwork, Theatre that was occurring at that time.

-They will research statistics from Arts and the Human Sciences to defend their stance as they prepare their oral presentation.

-They must choose at least two World Theatre practices in productions that support their conclusion that Theatre reflects art or art reflects Theatre

Evaluation: -Present in an oral presentation stating what they learned and their final stance including all of their research.

4. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Original Play about the racial integration of Georgetown Schools

During their original production process of a play about the racial integration of Georgetown, TX Schools students will be given the task of designing the costumes/makeup, scenery/props, or lighting/sound as if the play were being produced in another culture and country. The students must choose a culture different than their own. They will complete all aspects of the design process with the exception of the actual product, to include; thumbnail sketches, renderings, front elevations, construction views, design collages, scale models, ground plans, plots, etc. They must provide research and sources that documents the choices that they make in their design process.

5. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profileReflection

The Design & Rehearsal Process

I have built the learner profile trait into my reflection process. Most, if not all, of the reflection prompts that my students are given look back at the learner profile and how it pertains to the student as an artist and how those traits are reflected in their artwork. An example question might be, “While participating in the Guerrilla Theatre exercise what learner profile trait was stretched in you? How were you stretched? Why did this exercise stretch you? How can you now use this exercise to stretch others around you?”

I also see all of the Learner Profile traits in the process of Theatre in Production and Theatre in performance. Designers and Performers are innately inquirers, knowledgeable, thinkers, communicators, risk-takers, and reflective. Through the course work it is my job as a teacher of the arts to further push my designers and performers to become principled, open-minded, caring, and balanced. I will do this by setting high expectations for their promptness, their preparedness, and the level of pride the exude in their work.

6. Facilities and equipment

The teaching of this subject requires facilities and equipment to ensure a successful teaching and learning process. Describe the facilities and equipment that you have in your school to support the development of the course. Include any plans to further develop them and indicate the timeline.

-4 8 1/2 x 11 stock platforms

-8 par can lighting instruments

-2 ellipsoidal lighting instruments

-2 light trees

-16 channel light board

-2 8 channel dimmer packs

-2 speaker monitors

-4 wireless mics packs (handheld, lapel, and head worn

-access and funds to rent additional mics and speakers

-donated costumes

-donated props

-access to 2 local performance venues with professional lighting and sound equipment

-Outdoor dramatic play stage (amphitheatre)

-large cafeteria for rehearsal space

-outdoor 20x20 storage space

-8 hard cover flats

-2 4’ wide three step stair units

-library on campus and several public libraries

-Macbooks

-Ipads

-Flip Camera

-LCD projector

-Overhead projector

-Document cameras

-Smart Board in classroom

-Ben Nye Theatrical Cake makeup kits, brushes, and supplies

-30x30 classroom space

-2 multipurpose rooms (gym size)

7. Other resources

Describe other resources that you and your students may use at school, whether there are plans to improve them and by when. Include any resources from the outside community that may contribute to a successful implementation of your subject.

-Castle Theatre on Lake Austin (Austin, TX), a replica Elizabethan Theatre

-the Texas University Interscholastic League One Act Play Super conference at the University of Texas (hands on Theatre workshops)

-Austin Shakespeare

-South-western University Theatre Department (Sarofim School of Fine Arts)

-Theatre Venue at the George Washington Carver Museum in East Austin, TX (lease out)

-Outdoor amphitheatre stage at the Round Rock, TX City Hall building

-Recreation Centre Stage at First Baptist Church Georgetown, TX (lease out, fully equipped lighting and sound)

-ISTA Theatre conferences in the US and around the world

-Students may independently participate in Destination Imagination which includes attending workshops on theatrics and performing theatrical pieces.

-The Palace Theatre in Georgetown, TX

-Sam Bass Theatre in Round Rock, TX

-Students may participate in area Theatre training at Arts Avenue, the Palace Theatre, Kid’s Acting, the Performing Arts Studios as well as many other area acting schools and camps

-Student may attend productions at area Theatres to include the Long Centre for the Performing Arts, the University of Texas Performing Arts Centre, Zach Scott Theatre and many more

-Students may also individually attend a career exploration day at the University of Texas called, “Explore UT,” where student may investigate career choices in Theatre and the arts.

ASSESSMENT WEIGHTING

EXTERNAL ASSESSMENT Percentage Timeframe Ways Students Will Prepare

Research Investigation(2,000- 2,500 words, SL 1,500 to 1,750 words)

SL & HL:A: Research skillsB: Task relevanceC: PresentationHL only:D: Critique of Sources

25% Begins August 27th

-Students will write a practice Research Investigation project during year one

-Students will begin the year two investigation in October of year two.

Practical Performance Proposal(proposal of 250 words w/ supporting visuals)&(HL report of 1,200- 1,250 words)

SL:Unique SL markband descriptorsHL only:Unique HL markband descriptors

25% Begins December 2nd (or as soon as stimuli are released from IB)

-Students will write a practice Practical Performance Proposal in year one

TOTAL 50%

INTERNAL ASSESSMENT

Theatre Performance & Production Presentation(oral presentation lasting 30 mins with 7- 10 images & 20 mins SL with 5- 7 images)

SL & HL:A: AnalysisB: SynthesisC: ReflectionHL only:Applied

Research

25% February 4th to March 4th

-Students will give a 20 minute Theatre Performance & Production Presentation in Year one, ten minute in grade 15 min. in Grades 9/10 Theatre and 5 min. in grades 7/8 Theatre.

Independent Project Portfolio(portfolio of 3,000 (2,000 SL) words on their independent project on option A or B & it’s connection to their experiences in the

SL & HL:A: PreparationB: ProcessC: Reflection

25% Begins October 1st

Students will create a practice Independent Project Portfolio in Year one and a version of the portfolio in grades 7- 10 Theatre in order to teach them reflection, research, and organizational skills needed for the Year

core syllabus) SL does not have option A or B, only core syllabus connections

D: PresentationHL only:E: Application of Research Practice

two portfolio.

TOTAL 50%

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