Westmont High School Drama Course Syllabus 2013 / 2014

I: Beginning Drama

INSTRUCTOR: Mr. Jeff Bengford ROOM: Drama Room 3 EMAIL: bengford@sbcglobal.net WEBSITE: www.WestmontDrama.com

This year-long, activity-oriented course is designed to introduce students to the art of the actor. Students will: • study basic principals of acting • study character analysis • explore the use of objectives, obstacles, & choices • learn basic stage and rehearsal terms • learn about theatre etiquette and the audition process

1) Respect
Theatre is the most collaborative of all art forms. Respect and be sensitive to the ideas, opinions, and property of others. Think before you act and treat others with kindness and consideration. Use appropriate language: absolutely NO swearing, name calling, or physical abuse is allowed. No food or drink (water is okay). Remove hats and hoods. Do not write on or deface desks and other property and report all acts of vandalism. Clean your desk and workspace before leaving. Dress appropriately. No revealing or assaulting clothing is permitted. Our class is a community that is dependent on the respect, participation and enthusiasm of each member for the success of the whole.

2) Responsibility
Take responsibility for your work and your actions. Report to class with all required materials and wait to be dismissed before leaving. Homework assignments are due in the HW tray before the second bell! Late work loses a potential grade every school day it is late. (an A paper submitted 1 day late = a B paper) Be in your seat when the tardy bell rings (that’s the 2nd one). Use tutorial for questions about class discussions and homework assignments and to turn in work after an excused absence. Missed assignments will not be discussed during class time.

3) Effort
You must work inside and outside of class in order to be completely successful in this course. Accept assignments without complaints and do your best on everything. Cheating of any kind will not be tolerated. Any form of plagiarism or cheating on any assignment, quiz, test or project will result in an immediate "F," a parent conference, referral to the dean, and possible dismissal from class. You will get out of this class what you put in. Keep your ipods, cell phones & make-up out of the classroom. If used, these items will be confiscated. You are now warned.

Consequences for not following these rules:
1. Verbal warning/Loss of class points. 2. Move seat/Sent outside and Phone call to parents. 3. Referral to Dean. 4. *Unsafe behaviors will result in an immediate referral .

A special note on cell phones:
Cell phones should not be visible or on during class time. Students who use cell phones during class will be subject to the following consequences: First offense: Student may pick up the cell phone from the deans at the end of the school day. Second offense: Student’s parent must pick up the cell phone from the deans. Third offense: Cell phone is kept by the deans until the end of the school year.

Drama I fulfills the California State Standards for the Visual & Performing Arts as well as the Visual & Performing Arts requirements for graduation from WHS and entrance to the UC/CSU system.

September 4 @ 6:30PM Saturday. September 7 September 10 & 11 / 12 & 13 Wed. April 24 Beg Drama May 5. November 6 @ 2PM November 21 or November 24 December 5. Mime Workshop. Career Report. Theatre Etiquette. Theatre Arts Vocabulary. Resume. February 1 ? ? Tuesday. September 18 September 19. 13. 20 October 24. Media Report Student Outcomes: Students break down a complex observation. 7 & 12. 6. Classical Comedy Monologue Student Outcomes: Students make career connections while exercising life skills including: time management. 3rd Six Weeks TOPIC: Production / PROJECTS: One Acts. 30 Th. 2nd Six Weeks TOPIC: Comedy / PROJECTS: Characterization. 15 & 20. Monologue Project Student Outcomes: Students understand how history & Theatre affect our culture while they gain skills in creative expression. and collaboration. December 19 January 22 & 23 / 24 Saturday. 10. Students become aware of the media’s influence on their life 3rd Six Weeks TOPIC: Tragedy / PROJECTS: Theatre History Project (including scene work). March 11 Thursday. Scene Work Student Outcomes: By creating and participating in Theatre. May 29 Saturday. Spring Semester: 1st Six Weeks TOPIC: Collaboration / PROJECTS: One Act Play Research Project Student Outcomes: Students use their power of Critical Assessment 2nd Six Weeks TOPIC: Rehearsal Process / PROJECTS: One Acts. November 3 @ 6:30 Wed. March 27 March 14. Westmont High School Performing Arts Department 2013 / 2014 Wednesday.Drama I BASIC SCHEDULE (subject to change at the discretion of the instructor) Fall Semester: 1st Six Weeks TOPIC: Mime & Media / PROJECTS: Theatre Games. financial budgeting. 29. 22 Th. Playwriting Project Student Outcomes: Students understand how Theatre can represent an aspect of a person’s culture. students use observation skills as they understand that the audience is an integral part of the art form. CA TheatreWorks Theater Theater Theater Theater Westmont Theater Theater Theater 2 . Lip Sync. 11 / 16 & 17 Th. Pitch Project. Queen of the Desert Peter and the Star Catcher 40 Tix C Balcony Evita Fall Play: Alice in Wonderland Auditions / Call Backs: SPRING MUSICAL Little Women Winter Concert DramaFest #10 Rehearsals / Performance NCA One Act Festival ITS Showcase @ 7:30 ESU Shakespeare Competition (audition only) CA Youth in Theatre Chamber Concert Spring Musical: TBA Once on this Island Thespian Festival Hound of the Baskervilles Children’s Show Directed by Ali Molai One Acts Musical Theatre II Show Directed by Sami Lafreniere Advanced Drama Show TBA Directed by Eden Rousso Senior Projects Senior Awards Spring Concert Senior Dinner & Drama Awards Theater Drama Room SCU Theater CBS Theater Theater BroadwaySJ San Francisco BroadwaySJ Theater Theater TheatreWorks Theater Branham Theater Theater San Francisco Sacramento Theater Theater TheatreWorks Upland. 30 Sunday. 25 & 29. May 28 Thursday. 7. 21. Mirror to Life Play Report.7 Th. December 12 MT & AdvD Thursday. 14 December 9. March 27 MT & AdvD March 28. May 31 Back to School Thespian Show: MACBETH Back to School Night NCA Leadership Conference Auditions / Call Backs: Alice in Wonderland SURVIVOR: Philippines premieres Haunted House Auditions Haunted House VII Directed by Christopher Thomas Priscilla. 9 May 8 & 9 May 8 & 9 May 15 & 16 May 19-23 Wednesday. September 4 .

“Everyday is an Audition” 3 . PARTICIPATION GRADING RUBRIC A = Exceedingly high quality and original work. rehearse and present a scene in the fall and a One Act play in the spring. (10 = A. they can not receive an A. Tests and quizzes are occasionally given to evaluate the student’s understanding of Theatre Vocabulary. 8 = B. 9 ONE ACTS: Each class selects their own plays and student directors. (see attached) Students will: • participate in daily exercises." A performance rubric is used to grade performances. projects and workshops. Writing just 2 performance critiques over the course of an entire semester is a bare bones minimum requirement. These hours are in lieu of traditional homework. Any form of plagiarism or cheating will result in an immediate "F" and referral to the dean. Critiques are assessed for their content and articulation. Students lose points for: • disruptive or disrespectful behavior • being unprepared C = Satisfactory and complete. 3) Critiques 10% Students must write two Critiques per semester. The more each student puts into the class. Your grade will suffer for each absence. • create a scene book for each of the above • present a monologue each semester • complete a Theater Research Project (oral report + assigned scene perf. 0 = No work. Shows produced by a children’s theatre or a church are not acceptable. community theatre. 2 = D. B = Consistently good and interesting. Students are never graded on "talent. Students earn points for: • positive cooperation in class activities • willingness to try.) NOTE: The instructor is available to help students find cost effective ways to see shows. 9 = B+. Takes initiative and contributes beyond what is required. (See the attached outline to turn your notes on a show you saw into a Critique. 2) Assignments 40% Written work is graded on the clarity of the work (ex: blocking in a script). grammar. Students are required to attend all performances of the One Act Festival whether they are performing or not. and volunteer. If a student does not write the minimum 2 critiques that are required. One Act Play directors are responsible for the technical needs and clean up of their plays. 5 = C. Any rehearsal or performance missed will reduce the student’s semester grade by one-third. This class is interactive. the more we will all get out of it. + individual response paper) • participate in the annual One Act Play Festival: after-school rehearsals: 2:30-5:00 May 5. D = Minimum effort. Shows interest in class. Any text from another source must have quotation marks placed around it and be followed by a parenthetical source citation. • choose.GRADING 1) Participation 40% (see rubric below) Attendance is mandatory and promptness is expected at all times. One Critique MUST be on the school play presented during that semester and the other must be on a show produced by a professional company. 4 = C-. Do your own work. ask questions. high school or college. Students are responsible for updating their hour cards and acquiring the necessary signatures to document their work. Participates often in class. theatre games. Students must work on a Westmont show in some way or another for a minimum of 10 hours. F = Unacceptable work. 3 = D+. Seldom responds in class. and mechanics count. 7 = B-. Extra credit and hours work toward filling in every other part of the student's grades except critiques. 6 = C+. 4) Service Hours 10%. Students have to show that they can master the Critique of theatrical performances. 6 & 7 Performances: May 8. 1 = D-) ACADEMIC CODE OF CONDUCT All students are expected to adhere to the guidelines of the Westmont High School Academic Code of Conduct. format. spelling.

0 August 23. 2013 Performance Rubric 0-49% F Rarely present Unprepared Seems lost Silent in class Unmotivated D 51-69% Arrives late or unprepared Missing script Sometimes lost Does not ask questions Often absent C 70-89% Shows up to class / rehearsal May have 1 or 2 absences Participates Has script & pencil ready Does just what they are told Asks some questions B 90-100% Early to class / rehearsal Prepared Attentive Shows progress Evidence of Characterization Memorized on time without proding Positive Attitude Respectful Good Listener A 100% + All of the B grade + Outstanding Exceptional Original Shows leadership qualities Creator of new ideas Asker of good questions Helper of others Takes initiative 4 .Westmont High School Performing Arts Department DRAFT 5.

place of performance. and stage business? EMOTIONS: Were the emotions true to the character? FACIAL EXPRESSIONS: How did the actor use their face? PROJECTION: How did the actor project orally and visually to the audience? Paragraph 4 . SET: Did the set establish the correct mood and background for the play? LIGHTS: Did the lighting convey the proper mood. Indicate good points along with those you felt needed improvement. and illumination? COSTUMES & MAKE UP: Were the costumes and makeup true to the period and characters? SOUND: How did the sound effects and music contribute to the show's mood? Short Paragraph 5 . date of performance. Be objective.The Basics Introduce the name of the play. Use MLA Format for your heading and margins. Back up all your opinions with valid reasons. emphasis. 2. Don't be arrogant. 5. fair and constructive. The Critique should contain five paragraphs. Be humble. and remember the challenges of doing live theatre. movement.Theatre Critiques A Critique is a formal. author. You should respond with more than “yes” or “no” answers. 5 . Approach a performance with an attitude of enjoying it. You should respond with more than “yes” or “no” answers. Believe what you say. written discussion of a performance of a play or musical. and director. 3. Were they believable: true to the play.The Design The following items should be discussed in your review. tempo. vocal quality. In a few sentences talk about the basic theme of the play and discuss the general plot. Use MLA Format for your heading and margins. Be sincere. Don't be overly critical. 4. Attach a program for the performance you saw (unless you saw the show with me as a field trip) DON'T: 1. 2. articulation? BODY: How did the actor use gestures. kind. VOICE: How did the actor use their volume. Two Critiques are required per semester Short Paragraph 1 . Be sure to use their names. the production.The Acting React to two of the performers in the play. the theatrical conditions? The following items should be discussed in your review. Paragraphs 2 & 3 .Your Reaction What was your opinion of the play? Avoid generic phrases like: “two thumbs up” or “3 out of 5 stars” DO: 1.

Facial Expressions Give examples Paragraph Wow! #4 In addition to the fine work of (actor’s names) I was also impressed with the technical aspects of the show. This brilliant new work is about… (the italicized words above are appropriate for Tiger Stripes but you should choose your own words for the show you are evaluating) Paragraph Who #2 During the show. Facial Expressions Give examples Paragraph Who else #3 I also would like to discuss the performance of… Actor’s name Character they played Discuss the use of their “tools” Voice.A Format for Writing Theatre Reviews Created by Jeff Bengford Paragraph When #1 What Where Plot On Thursday. June 11 I saw an original musical called Tiger Stripes written by Doug Soucha presented by TheatreWorks at the Mountain View Center for the Performing Arts. Body. Body. props Paragraph Wrap it Up #5 I enjoyed this production and… Make sure YOUR words are appropriate for the show YOU saw 6 . lights. I very much enjoyed the performance of… Actor’s name Character they played Discuss the use of their “tools” Voice. costumes. Discuss the sets.

my name is Tom Hanks. 3) TIME: Students should be given a specific time limit for their 2 pieces. This “preparation” might include the striking or addition of a chair. Students should take the time to clearly show the end of their first piece. Once the student has finished their introduction. A typical introduction might sound like this: Hello. The first will be Jack from The Importance of Being Earnest by Oscar Wilde and my second piece will be the title character from Shakespeare’s Titus Andronicus. Today I will be performing two monologues. (5 minutes is typical) Timing does not begin until AFTER the introduction. and then SILENTLY but efficiently prepare to begin their second piece. The transition should NOT include a costume change or additional introductions. 2) TRANSITIONS: The transition from one monologue to the next is almost like a third piece. 4) Students should always say “thank you” when they are done. 7 . the loosening of a collar or hair. they should take amoment to get into character and then begin. hold their final moment.Monologue NOTES 1) INTRODUCTIONS: Students should clearly introduce both of their pieces. or the realignment of the body.