Aspen High School
IB Theatre I & II
2016-17
The Black Box Theater
Instructor: Mrs. Logan Carter
970-925-3760 x1022
cell: 720-936-9732
lcarter@aspenk12.net
For this course you will NEED:
1. BYOD- Please bring your own lap top to class every day. We may not use it every day.
2. “IB Theatre” Folder in Google Drive, shared with me
3. Binder/folder for handouts/assignments
4. A passion for theatre, a willingness to take risks, courage to step out of your comfort zone
and an eagerness to learn and be challenged!
IMPORTANT DATES
● THESCON: (Theatre Conference in Denver, ALL IB Theatre students are encouraged to
attend) Dec. 1-3
● AHS Spring Musical, Pippin, Auditions Dec. 10-11 (Sat-Sun)
● AHS Spring Musical, Pippin, Rehearsals begin: Jan. 3
● FALL PLAY PERFORMANCES: Students are required to attend a performance and
write a critique: Jan. 11-13
● AHS Spring Musical, Pippin, Performances: March 17-19
● Assessment 1 Due: Oct. 18
● Assessment 2 Due: Dec. 16
● Assessment 3 Due: Feb. 17
● Assessment 4 Due: April 17
Media
● AHS Website IB Theatre Class Page: www.aspenk12.net. Here you will be able to access all the
documents, assignments, calendars and due dates for IB Theatre.
● Aspen High School Facebook page: “Like” this page to receive FB updates on the Theatre
Department performances, auditions, etc.
Objectives
❖ To increase student knowledge and investigation of theatre in the world.
❖ To emphasize the importance of working individually and as a member of an ensemble.
❖ To encourage the development of organizational and technical skills needed to express oneself creatively
❖ To expand critical and creative thinking and apply criteria for evaluating works.
❖ To challenge students to become aware of their own perspectives and biases and learn to understand and
value those of others
Course Description: Theatre is about transformation and communication. It is the application, through play, of
energy and imagination to reflect, expose, critique and speculate. The IB theatre course is designed to encourage
students to deepen their understanding and experience of theatre in its diversity of forms from around the world.
This is achieved through a critical study of the theory, history and culture of theatre, and will be expressed through
original works as well as scripted performance. Students will come to understand that the act of imagining, creating,
presenting and critically reflecting on theatre in its past and present contexts gives the student a strong foundation
upon which to develop, continue and inspire the traditions in our own culture.
IB Theatre I Syllabus 2016-17: NEW Curriculum
Core Syllabus: Theatre in context
This area of the syllabus addresses the students’ understanding that theatre does not occur in a vacuum. Students examine
the personal, theoretical and cultural contexts that inform theatre-making and the ways in which these affect and influence
creating, designing, directing, performing and spectating. Through the theatre in context area, students will:
●
understand the contexts that influence, inform and inspire their own work as theatre-makers and that
determine the theatre that they choose to make and study
●
experience practically and critically appreciate the theoretical contexts that inform different world
theatre practices
●
be informed about the wider world of theatre and begin to understand and appreciate the many
cultural contexts within which theatre is created.
Core syllabus: Theatre processes
This area of the syllabus addresses the students’ exploration of the skills, techniques and processes involved in theatremaking. Students reflect on their own creative processes and skills acquisition as well as gaining a practical understanding
of the processes of others; creators, designers, directors and performers. Through the theatre processes area, students will:
●
be informed about the various processes involved in making theatre from the perspectives of the
specialist theatre roles (creator, designer, director and performer)
●
observe and reflect on processes used in different theatre traditions and performance practices
●
develop a range of skills required to make and participate in theatre.
Core syllabus: Presenting theatre
This area of the syllabus addresses the staging and presentation of theatre as well as the presentation of ideas, research and
discoveries through diverse modes of presentation, both practical and written. Students consider the impact theatre can
have on the spectator. They are encouraged to think about their own artistic intentions as creators, designers, directors and
performers and the impact they wish to have on an audience. Through the presenting theatre area, students will:
●
apply their practical theatre skills, either individually or collaboratively, through a range of formats
●
present their ideas about theatre and take part in theatre performances
●
understand and appreciate how artistic choices can impact on an audience.
The Theatre Journal
From the beginning of the course, and at regular intervals, students at both SL and HL are required to maintain a
theatre journal. This is the students’ own record of their two years of study and should be used to record:
challenges and achievements
creative ideas
critical analysis and experience of live theatre productions as a spectator
detailed evaluations
experiences as a creator, designer, director and performer
feedback
reflections
research
responses to work seen
responses to diverse stimuli
skills acquisition and development.
Students should be encouraged to find the most appropriate ways of recording their development and have free
choice in deciding what form the journal should take. The content of the journal should focus specifically on an
analysis of learning experiences, rather than being simply a record of triumphs or an exhaustive chronicle of
everything the student experiences in theatre. Although elements of the journal may be selected, adapted and
presented for assessment, the journal itself is not directly assessed or moderated. It is, however, regarded as a
fundamental activity of the course, developing the student’s ability to record research, process and reflection, skills
that are required in all assessment tasks.
ASSESSMENTS 2016-17:
External assessments:
Task 1: Solo theatre piece (HL only)
• Students at HL research a theatre theorist they have not previously studied,
identify an aspect(s) of their theory and create and present a solo theatre piece
(4–8 minutes) based on this aspect(s) of theory.
35% (HL)
Task 2: Director’s notebook (SL and HL)
• Students at SL and HL choose a published play text they have not previously
studied and develop ideas regarding how it could be staged for an audience. 35% (SL) /20% (HL)
Task 3: Research presentation (SL and HL)
• Students at SL and HL plan and deliver an individual presentation (15 minutes
maximum) to their peers in which they outline and physically demonstrate
their research into a convention of a theatre tradition they have not previously
studied.
30% (SL)/ 20% (HL)
Internal assessment
Task 4: Collaborative project (SL and HL)
• Students at SL and HL collaboratively create and present an original piece of
theatre (lasting 13–15 minutes) for and to a specified target audience, created
from a starting point of their choice.
35% (SL)/ 25% (HL)
Attendance and Participation
Good attendance is the key to success. I expect students to arrive promptly and prepared for class. You will always
need to bring your theatre journal and pencil to class, although we will not always use them. We will always begin
class with a warm-up activity. This consists of physical and vocal exercises to help you focus and be present for
class. Students are responsible for keeping themselves and their parents informed about their progress and
grades. All grades will be visible on Schoolwires.
**NEW ATTENDANCE POLICY: Deadlines for assignments, assessments, performances and
presentations are set in advance and you will be responsible for meeting those deadlines, REGARDLESS
OF EXCUSED OR UNEXCUSED ABSENCES. If you know you will be absent on a day when a
presentation or performance is due, you are required to re-schedule a time to perform with me BEFORE
the date of the absence. IF you fail to communicate an upcoming absence which falls on the date of a
PERFORMANCE OR PRESENTATION, you will be given a 0 for that grade. Performances usually
involve more than 1 student and therefore you will be letting your whole group/partner down if you are
absent! It is your responsibility to contact me outside of school hours to make up missed classes, I will not
come to you.
Any questions? Please ask!!!!! I am here for you!, so please do not hesitate to ask for clarification or help. You can
set up a time to meet with me by emailing or calling me at the contact info listed above. You are responsible for
your own learning and success. I am excited to have you in class and I look forward to a great year!
I__________________________________________, agree to the expectations, deadlines and responsibilities
outlined above. I understand that my participation in this production affects everyone else involved in the class and
the success of the play depends on my commitment to my cast, my role, and my director.
Signed:________________________________________________________Date_________________
Comments/Questions/Concerns for Logan: