Grade 6 DRAMA syllabus 2008-2009
Mr. Pitter, Room 300, This e-mail address is being protected from spam bots, you need JavaScript enabled to view it
Class Website:  www.drama6bfis0809.blogspot.com

Drama at BFIS
Drama is More Than Acting
Drama classes are often equated to Acting classes, but this is misleading. While Drama certainly includes acting, it is better to think of Drama as a sort of language course.  It has been said, that 80% of what we say does not come out of our mouths, which is to say that most of what we communicate not transmitted by the words we say, but by how we say them, how we hold ourselves, move, dress, occupy and arrange space.  Many Drama students will never act on a stage, but most of them will have to present themselves in an interview, speak in front of a group, or successfully read the non-verbal cues of everyday exchanges with other people.  Drama is an exploration of all the ways we communicate other then by the words we say.
Drama is viewed at BFIS as an art of compassion and empathy.  Drama will not be used as a weapon.  Role-play, both on the part of the performers and the audience, will be treated as an opportunity to develop a deep understanding of others and to illuminate them for others with dignity, not as an opportunity to invite negative criticism or ridicule upon one’s self or others.

Grade-Level Differentiation
Drama is an elective program at BFIS, designed so that students can enter and exit the program at any level, without prerequisite coursework.  As a result, the program teaches the same essential skills at all levels, through exercises and activities that are grade-level appropriate.  Students taking Drama in consecutive years may find that some content is repeated for the benefit of first-time Drama students, but students with prior experience should view this repetition as an opportunity to demonstrate growth, skill development and classroom leadership.  Younger students will spend more time developing fundamental skills, while older students will be expected to grasp these fundamentals more quickly, and spend more time applying them in role-play scenarios.

 
Classroom Expectations
1. Respect and Safety  Do what you can to make others feel good about themselves and their work.  Sometimes it is really difficult to get up and act in front of your class, so we need to do what we can to make it easier.  Keep yourself and others safe, both physically and emotionally.  Listen and be an attentive audience member when others are performing.  Don’t distract or prevent others from meeting their responsibilities, at any stage of their work.  Use the property of others (and of the school) only with permission, and treat that property better than you would treat it if it belonged to you.  Listen carefully to and follow Mr. Pitter’s instructions.
2. Responsibility  Do what you have to do before doing what you want to do.  We can have a lot of fun in Drama, but we have to have it by doing the assigned work.  Be on time, and be prepared.  Use all class time to work on your assignments.  In Drama, you never rehearse too much, and there are almost always more creative ideas to build into your work.  Be responsible for your own actions and their consequences – don’t worry about what others are doing or not doing, when you know the right thing to do, do it.  If you make a mistake or do something wrong, find out how to fix it or how to make it right, and then do.
3. Effort  Believe in your best self and work at being it everyday.  Try it – you don’t have to like it, you don’t have to agree with it, but you are required to consider it, whatever “it” is being taught.  Go for it.  Strive for excellence.

Required Course Materials
Students are required to have a folder in which to keep handouts, and blank paper on which to make brief notes during class.  Students are also required to participate on our class website, where they will respond periodically to posts.  Students are expected to remove their shoes for class, and wear a plain black t-shirt for each class (this shirt can be worn over top of other clothes).  Generally, students should wear clothing that allows free movement – very short skirts, tight or too-loose pants and other clothing that restricts movement should be saved for non-Drama days.

Course Outline
I.    Dramatic Process
•    Learning the Dramatic Process includes learning the routines, procedures, understandings and process skills that will be necessary for the drama class to function safely and effectively. 
•    Addresses Standards 1.1, 1.2, 1.3, 1.4, 1.5, with essential skills: Freezing, Concentration/Focus, Listening for Instructions, Audience Behavior, Reflection, Respect.
•    Primary Assessment Activity:  Mirrored Morning Scenes
II.    Movement (Specific)
•    The word “mime” often suggests silent, white-faced mimes, and while that tradition could be addressed in this unit, Specific Movement refers more generally to realistic action that explores the ways movement can be used to create the impression of space or suggest the presence of physical objects that are not actually present.  Specific movement also includes adopting patterns of movement in imitation of specific conditions, such as youth or age.
•    Addresses Standards 2.1, 2.2, 2.4 with essential skills:  Mime, Concentration, Visualization
•    Primary Assessment Activity:  Tableau Sequences (with Transitions)
III.    Movement (Abstract)
•    Abstract Movement explores the ways in which we can use our bodies to represent ideas, emotions, and non-human entities.  Students will be encouraged to break regular patterns of movement through relaxation and rediscover their bodies’ potential for movement and physical expression. 
•    Addresses Standards 2.1, 2.2, 2.3 with essential skills: Relaxation., Abstraction
•    Primary Assessment Activity:  Non-human Storytelling
IV.    Voice
•    We speak a lot, but seldom think about how we use our voices, or about what properties our voices have that we can consciously manipulate.  The “Voice” unit takes a brief look at how the voice is produced in the body and challenges students to begin seeing the voice as an instrument whose use can be intentionally crafted. 
•    Addresses Standards 3.1, 3.2, 3.3, 3.4, 3.5 with essential skills:  Relaxation, Breathing, Projection, Tonal Control, Articulation
•    Primary Assessment Activity:  Oral Storytelling, Poetry Reading
V.    Supporting Elements
•    Students explore the communicative properties of stuff –  of what they wear, the things they use and carry, the space they arrange and move in.
•    Addresses Standards 4.1, 4.2, 4.3 with essential skills:  Improvisation, Costume/Prop/Set Design
•    Primary Assessment Activity:  Costume Design (Online Shopping)
VI.      Role-play
•    In role-play, we bring everything we have learned to date to the creation and portrayal of characters.  Roles may be improvised, invented or interpreted from a pre-existing text.
•    Addresses Standards 5.1, 5.2, 5.3, 5.4, 5.5 with essential skills:  Improvisation, Writing-in-Role, Script Wiritng, Blocking, Memorization, Listening in Role
•    Primary Assessment Activity:  Improvisation, Created Character Monologues & Scenes

Assessment Policy
The student’s grade will be divided into skill areas based on the standards in our curriculum document.  Please note that there is no final exam in Drama.
Dramatic Process    35%
Movement    20%
Voice    20%
Supporting Elements    05%
Role-Play    20%

Homework Policy
Homework completed on time will be graded for full credit.  Homework submitted after the due-date may be submitted for a passing grade.  Work not submitted before the end of a unit will not be evaluated.  Students should expect regular homework of 15 minutes/week, with additional time being required to prepare for specific presentations.