Arkansas 9-12 Fine Arts Adoption

Student Book Annotated Teacher’s Edition

Teacher’s Resource Binder

Students experience:
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Project-Based Learning Multiple opportunities to apply dramatic elements and principles in a variety of contexts Opportunities to analyze, respond, and relate to their own work and the work of others Perfection Learning
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National Theatre Standards

All National Theatre Standards listed in the Annotated Teacher’s Edition pgs. 626-627

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Correlation to National Standards

At-a-glance chapter correlation chart found on p. 628 in the Annotated Teacher’s Edition
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Basic Drama Projects Table of Contents
Unit One Begin with the Basics Unit Two Elements of Acting Unit Three Creating a Character Unit Four The Play Unit Five Technical Theatre Unit Six Theatre and Its Counterparts Unit Seven Exploring Theatre History Unit Eight Monologues and Scenes Theatre Handbook A Theatrical Miscellany

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Basic Drama Projects Chapter Design
1. Create (project specs, preview, prepare) 2. Present
Step-by-step guidelines for a drama project in every chapter.

3. Critique
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Projects Specs
Students immediately know project expectations, purpose, materials needed, and vocabulary.

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Warm-Up Activity
All chapters begin with an activity that gets students on their feet.

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Preview

Students learn essential theatrical skills and concepts needed to complete the project.

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Prepare
Thorough guidelines and tips help students prepare, either individually, in pairs, or in small groups.

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Present/Critique
Project specific!

Presentation tips and suggestions Critique rubrics or standards Reproducible rubric charts in Teacher Resource Binder
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Special Feature Master of the Craft
Master of the Craft section found in most chapters. Features historical or contemporary person of significance to theatre.
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Special Feature Theatre Then and Now
Theatre Then and Now integrates theatre history with modern history as it relates to the chapter context.
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Culminating Activities
All chapters end with Additional Projects. Provides a variety of opportunities for drama, writing, or research activities.
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Unit Review
Review sections:
 Preview

(chapter content review)
 Prepare

(metacognitive questioning)
 Present

(self-evaluation)
 Critique

(peer evaluation)
 Extensions

(writing activities)
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Ethnic, Cultural, and Historical Perspective
Unit Seven explores theatre history from Primitive Peoples to the 20th Century and beyond.

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Theatre Handbook
Includes:
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Acting Directing/ Producing Costumes Lighting Makeup Props Sets Sounds Business of Theatre
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A Theatrical Miscellany

Most often recommended playwrights Top ten high school musicals and dramas Top ten playwriting tips Theatrical superstitions
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Annotated Teacher’s Edition
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Ease of use Differentiated instruction suggestions Additional activities Alignment to National Theatre Standards Tips from drama teachers Substitute teacher activities

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Annotated Teacher’s Edition

Chapter overview Introductory information On the page correlations Activity explanations Vocabulary definitions
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Annotated Teacher’s Edition

Teacher Resource Binder connection

Handbook connections
Text support Additional ACTivity Vocabulary definitions Materials needed Visual Cue questions Substitute teacher plan

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Teacher’s Resource Binder
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Theatre Information (TIPak) Four reproducibles for each chapter • Two additional activities • Critique form for projects • Chapter Test Twenty reproducible theatre forms Answer keys for student tests Planning sheets for a full play production

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Teacher’s Resource Binder Theatre Information (TIPak)
Essential reproducibles:
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Student contract Letter to caregivers Basic theatre terminology Audience etiquette Crew etiquette Safety rules/reminders Description of theatre jobs and personnel Stage configurations and diagram

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Teacher’s Resource Binder

Example of planning reproducible for the Chapter 11 project.

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Teacher’s Resource Binder

Example of reproducible rubric. All rubrics are specific to the chapter.

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Teacher’s Resource Binder

All tests available in ExamView!

Chapter and unit tests include a variety of true/false, matching, multiple choice, sentence completion, short answer, and essay questions.
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“Students need theatre, and the arts in particular, to have this place to shine, to know they can make positive contributions, and to understand how art impacts not only the brain, but the soul.”
Steve Jones, Teacher Hartford, CN

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