2015/2016 THEATRE I/II MYP Year 4/5 SYLLABUS
UPLIFT Summit International Preparatory
INSTRUCTOR: Jessica S. Gluck
ROOM: Roosevelt Bldg. Rm #3
EMAIL: jgluck@uplifteducation.org
CAMPUS PHONE: 817.287.5121
SIP Instructor Website: http://www.uplifteducation.org/Domain/1085
SIP Theatre Website:
1. Course Description
Theatre I & II (MYP Yrs. 4&5) are courses designed to challenge students of all ability and talent levels to develop greater
self-expression, stage presence, artistic awareness, self-reflection, and acting skills through the art of stage performance
and design. These skills will not only help to promote good self-esteem, but prepare them for both college and the
workforce.
IB learner profile provides the basis for our theatre curriculum, instruction and assessments. This course will create
opportunities and experiences that will allow students to be genuine thinkers and inquirers, to increase their knowledge and
encourage further connections across disciplines, to reflect upon themselves and their learning process, to become creative
and critical thinkers, to be empowered to take responsibility for their own learning, to work effectively and cooperatively with
others, to communicate ideas and thoughts confidently through different modes of expression, to show respect and empathy
for the feelings of others, and to adopt a personal commitment to service.
To accomplish course objectives students are required to participate in class activities, as well as out-of-class requirements
that include attendance or volunteering at live theatrical productions/events. Eight out-of-class production hours and two
show reviews are required per semester.
2. Course Aims
The aims of the teaching and study of this course are for students to:
•
•
•
•
•
•
•
create and present art
develop skills specific to the discipline
engage in a process of creative exploration and (self-)discovery
make purposeful connections between investigation and practice
understand the relationship between art and its contexts
respond to and reflect on art
deepen their understanding of the world.
3. Course Objectives
A. Knowing and Understanding
Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are
able to analyze and communicate in specialized language. Using explicit and tacit knowledge alongside an
understanding of the role of the arts in a global context, students inform their work and artistic perspectives.
In order to reach the aims of arts, students should be able to:
1. demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the
use of subject-specific terminology
2. demonstrate an understanding of the role of the art form in original or displaced contexts
3. use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.
B. Developing Skills
The acquisition and development of skills provide the opportunity for active participation in the art form and in the
process of creating art. Skill application allows students to develop their artistic ideas to a point of realization. The
point of realization could take many forms. However, it is recognized as the moment when the student makes a final
commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product.
In order to reach the aims of arts, students should be able to:
1. demonstrate the acquisition and development of the skills and techniques of the art form studied
2. demonstrate the application of skills and techniques to create, perform and/or present art.
C. Thinking Creatively
The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking
creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop their artistic
intentions, their processes and their work. Thinking creatively enables students to discover their personal signature
and realize their artistic identity.
In order to reach the aims of arts, students should be able to:
1. develop a feasible, clear, imaginative and coherent artistic intention
2. demonstrate a range and depth of creative-thinking behaviors
3. demonstrate the exploration of ideas to shape artistic intention through to a point of realization.
D. Responding
Students should have the opportunity to respond to their world, to their own art and to the art of others. A response
can come in many forms; creating art as a response encourages students to make connections and transfer their
learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience
and on themselves, students become more aware of their own artistic development and the role that arts play in
their lives and in the world. Students learn that the arts may initiate change as well as being a response to change.
In order to reach the aims of arts, students should be able to:
1. construct meaning and transfer learning to new settings
2. create an artistic response that intends to reflect or impact on the world around them
3. critique the artwork of self and others.
4. State & National Standards/Benchmarks
Our state and national standards align very well with the aims and objectives of our theatre program of international
education. This course is designed to help students develop knowledge, understanding, attitudes and skills for their
active and responsible participation in a changing world.
State:
•
Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical
evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire.
Through perceptual studies, students increase their understanding of self and others and develop clear ideas about
the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic
choices, solve problems, build positive self-concepts, and relate interpersonally.
•
Students increase their understanding of heritage and traditions through historical and cultural studies in theatre.
Student response and evaluation promote thinking and further discriminating judgment, developing students who
are appreciative and evaluative consumers of live theatre, film, television, and other technologies.
National:
•
•
•
•
Standard 1: Script writing through improvising, writing, and refining scripts based on personal experience &
heritage, imagination, literature, and history
Standard 2: Acting by developing, communicating, and sustaining characters in improvisations and information
and formal productions.
Standard 6: Comparing and integrating art forms by analyzing traditional theatre, dance, music, visual arts, and
new art forms.
Standard 7: Analyzing, critiquing, and constructing meanings from informal and formal theatre, film, television,
and electronic media productions.
5. Global Contexts
Global contexts direct learning towards independent and shared inquiry into our common humanity and shared guardianship
of the planet. Using the world as the broadest context for learning, MYP arts can develop meaningful explorations of:
6. Learning Through Inquiry
Inquiry, in the broadest sense, is the process that people use to move to deeper levels of understanding. Inquiry involves
speculating, exploring, questioning and connecting. In all IB programs, inquiry develops curiosity and promotes critical and
creative thinking.
The MYP structures sustained inquiry in arts by developing conceptual understanding in global contexts. Teachers and
students develop a statement of inquiry and use inquiry questions to explore the subject. Through their inquiry, students
develop specific interdisciplinary and disciplinary approaches to learning (ATL) skills.
Key concepts promote the development of a broad curriculum. They represent big ideas that are both relevant within and
across disciplines and subjects. Inquiry into key concepts can facilitate connections between and among:
• courses within the arts (intra-disciplinary learning)
• other subject groups (interdisciplinary learning).
The key concepts contributed by the study of arts are:
1) Aesthetics deals with the characteristics, creation, meaning and perception of beauty and taste. The study of
aesthetics develops skills for the critical appreciation and analysis of art, culture and nature. In the arts, the concept
of aesthetics is perceived differently around the world and across cultures. Aesthetics does not only address the
rules and principles of beauty but should also include cultural perspectives and perception through the senses.
2) Identity is the state or fact of being the same. It refers to the particular features that define individuals, groups,
things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted, and shaped
by external and internal influences. In the arts we often explore the self and self-discovery through the concept of
identity; however, identity may also refer to the identity of a genre, style, movement, particular artist or place.
3) Change is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the
concept of change involves understanding and evaluating causes, processes and consequences. The arts may be
a reflection of change, or an inspiration for change. Change may be considered as external to the arts or
incorporated within an artwork. In the arts, change can also be termed as metamorphosis or transformation—a
marked change, in appearance, form, nature or character.
4) Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message
and an intended receiver. Communication involves the activity of conveying information or meaning. Effective
communication requires a common “language” (which may be written, spoken or nonverbal). Communication is
often regarded in the arts as a message between the artist and an audience, or between performers. Without
intended communication the arts become solely self-expressive.
5) Other key concepts can also be important in arts. Creativity, culture, form, perspective, relationships, as well as
time, place and space, are all key concepts easily applied in arts units of study.
Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key
concepts in greater detail. Inquiry into related concepts helps students develop more complex and sophisticated conceptual
understanding. Related
concepts may arise from the
subject matter of a unit or the
craft of a subject—its features
and processes.
7. Approaches to Learning
All MYP units of work offer opportunities for students to develop and practice ATL skills. ATL skills provide valuable support
for students working to meet the subject group’s aims and objectives.
ATL skills are grouped into five categories that span the IB continuum of international education. IB programs identify
discrete skills in each category that can be introduced, practiced and consolidated in the classroom and beyond.
• Thinking skills
• Social skills
• Communication skills
• Self-management skills
• Research skills
8. Process Journal
The process journal is a tool that allows students to manage the processes of their own arts experience and artistic
development. Personal ownership and engagement is key to students developing a responsible and creative approach to
documenting their own artistic processes as part of this development. The intended use of the process journal is to
encourage and record experimentation and critical thinking. The student process journal will include evidence of
Knowledge and Understanding, Developmental skills, Thinking Creatively, and Response.
Formats
• Electronic/digital, non-interactive: document, filmed or recorded
• Interactive website, blog, wiki, portfolio, podcast
• Embedded reference material (for example, on essay formats submitted electronically)
• Paper version
In the use of electronic/digital media, students are advised to keep hard copies of their work as potential backup.
Structure
•
•
One process journal may be shared by all arts disciplines, or one per individual arts discipline—depending on the
structure of the arts in a school—and used in all years of the MYP arts course.
A process journal may be used each year or may follow a student through several years of the program.
Uses
•
•
•
•
•
•
A working, living document that shows evolution of thoughts and ideas over time
A tool for reflecting and supporting assessment of all strands of all criteria
Evidence used for assessment of all four objectives of MYP arts
A place to generate questions, investigate and incorporate selected, edited and/or annotated research
A place to practice, experiment and document process
A place to document creative thinking
Contents
•
•
•
•
•
•
•
•
Artistic intention—initial and developing
Notation of ideas: written, musical, visual, aural, oral, etc
Time planning, action plans, envisaging and expressing possible alternatives
Notes or artifacts from inspirational visits outside the classroom to exhibitions, performances, etc
Notes, Mind Maps®, color boards, mood boards, sketches, photos, links, etc
Outline of student process and development
Feedback consideration of self and others
Bibliographies
9. Texts & Resources
All resources (including teaching videos, guided note-taking sheets, and supplemental learning materials can be found
online through the scholar’s Schoology account at www.schoology.com. Scholars will also keep an e-portfolio and a
hard copy of their process journal.
Reminders will be sent out using Remind through text &/or emails (your choice). A running log of messages sent will be
archived on the instructor’s webpage under remind message archives at http://www.uplifteducation.org/Domain/1085.
Click “Remind Message Archives” under “Related pages” and look for the correct course archive: Theatre Arts MYP I,
Theatre Arts MYP II, or Theatre Arts IB III.
Both parent/guardians and scholars are required to be signed up for both Schoology and Remind. Parents will be
given an access code for their scholar after their scholar is signed up.
10. Assessments
In this course students will be assessed on the four course objectives - Knowledge and Understanding, Developmental
Skills, Response, and Creative Thinking.
Formative Assessment tools will include: written tests/quizzes, process journal, video recording analysis, and segments
of personal and group performance evaluations.
Summative Assessment tools will include: successful theatre hours completion, final unit personal performance/design
evaluation, and final unit group performance/design evaluation.
Additionally, students are required to complete one live play/musical written critique and successful completion of 8
theatre hours a semester. Scholars will be required to participate in both the Fall Festival Friday, October 30, 2015 and
Fine Arts Festival Saturday, April 02, 2016
11. Grading Procedure
Theatre is an ensemble performance-based course, therefore developmental skills & creative thinking are items of
assessment.
CATEGORY
Developmental
Skills
GRADED ITEMS



Creative
Thinking



Knowing &
Understanding



Response



The various artistic processes involved in “making drama”, that is, the processes
involved in transforming a performance concept into live action
The various planning processes and methods of structuring the actual “making of
drama” such as brainstorms, storyboards, scripts, rehearsal schedules and techniques
The production elements to translate ideas into dramatic form, for example, dramatic
writing, direction, costume, lighting, scenery, use of masks, sound and so on
Through storyboarding narratives, designing sets and props, interpreting text visually
By improvising scenarios and creating collaborative drama
Through creative writing, character design and creating alternative endings to
performances
Theatre from a variety of performance practices, genres, movements or styles
The context and conditions from which drama emerges
The language of drama, the production elements, and how they interplay in developing
and communicating ideas and feelings through drama
A stimulus and/or a personal concern could be interpreted using a dramatic form, style
or genre, for example, a text, a song, a photo, a newspaper article and so on
By developing a performance to address a particular theme, concern or issue within a
context
By reviewing theatrical performances and production elements encountered
% OF
GRADE
25%
25%
25%
25%
SEMESTER EXAMS will consist of theatre hours, musical/play critiques, performance/design, & Process Journals. It will
count 20% of your semester grade.
Quarter 1
Quarter 3
FALL SEMESTER 50%
40% Quarter 2 40% 1st Sem. Exam
SPRING SEMESTER 50%
40% Quarter 4 40% 2nd Sem. Exam
20%
YEAR
100%
20%
Theatre is not an “easy A” class. However, all students can earn an A if they apply themselves fully. It is a requirement of
this course that you seek to “get out of your comfort zone” and TRY, not that you demonstrate “TALENT”. Acting is a
SKILL, and can be learned and demonstrated if students are open to and engaged in the process.
Conversion of the IB Grades to Power School %
IB Grade
Power School %
7
97-100
6
93-96
5
84-92
4
72-83
3
61-71
2
50-60
1
Below 50
12. Important Possibilities & Dates
FALL
International Fall Festival**
Stolen Shakespeare Guild Final
Monologue & Scene Competition*
Disney’s The Little Mermaid Jr. Perf.*
Oct. 30
Nov.
Dec. 18, 19, 20,
SPRING
ESU Shakespeare Competition
Stolen Shakespeare Guild Final
Monologue & Scene Competition*
UIL Poetry & Prose*
Fine Arts Festival**
Scarborough Faire Improv Comp*
Scarborough Fair Poetry/Prose*
Scarborough Fair OAP* ^
UIL One Act Play Perf.* ^
Jan. & Feb.
Feb.
Feb.
April
April
April
April
March/April
*
Auditions will be earlier and rehearsals are required. These dates are for the day of the performance and scholars
will either compete or work front of house positions for hours.
** Scholars will have requirements for participation as part of their grade.
^ Scarborough Fair OAP are for HS Theatre I-II MYP Scholars & those not in Theatre III
UIL OAP is only for Theatre III (They will perform for the school population and scholars may earn hours working
front of house.
13. Teaching Methodology
Students will learn through inquiry strategies using a variety of individual and group work activities with the main goal of
helping develop higher-order thinking skills. Strategies used include: teacher modeling/demonstration, acting activities
(group and individual), process-drama, interaction with technology, student collaboration of ideas, and use of the
Process Journal. For each unit of work students will debate the Inquiry Statement, which will help them connect with
the big ideas of the unit. Classes will be student centered. (The following is an overview of our year. I may need to
adjust the order as the semester progresses. We may also add other units of study if time permits)
Theatre I MYP (Yr. 4)
Unit
1
Unit
2
Unit
3
Unit
4
Unit
5
Unit
6
Begin with the Basics (Physical Theatre)
Statement of Inquiry: Effective use of voice & body can allow for narrative to be understood clearer.
Global Context: Scientific & Technical Innovation
Text Analysis: Lazzi & Shakespeare’s Taming of the Shrew
Projects: Duet Chair
Theatre in Review
Statement of Inquiry: To be a critic experience is necessary in the art.
Global Context: Identities & Relationships
Text Analysis: Dallas/Ft. Worth Metroplex Theatre Seasons
Projects: Responses to live performances of Theatre
The Body as a Canvas (Make-Up, Hair, & Costuming)
Statement of Inquiry: Recurring artistic movements & elements of design can create sentiment in time & space
consciously & subconsciously
Global Context: Orientation in Space & Time
Text Analysis: Shakespeare’s Macbeth
Projects: Make-up/Hair Design using prosthetics & Costuming Design with sewing techniques
The British Interpretation of Japan’s Interpretation of the US: The Evolution of Japanese Theatre
Statement of Inquiry: Societies interpret and try to understand cultures through the filter of their own culture making
communication and sometimes understanding hard.
Global Context: Personal & Cultural Expression
Text Analysis: Japanese Folktales & Gilbert & Sullivan’s The Mikado
Project: Creating a Kabuki influenced Show
Theatrum est Vita: It’s Show Time
Statement of Inquiry: Theatre has the power to engage audiences in serious debate by developing and articulating ideas on
key ethical & moral questions and dilemmas.
Global Context: Globalization & Sustainability
Project: Work to polish theatre creations to be showcased at the Fine Arts Festival
“Do You Bite Your Thumb at Me?” or The art of Armed Stage Fighting
Statement of Inquiry: Who you may perceive as having all the power maybe the weakest of character.
Global Context: Fairness & Development
Text Analysis: Shakespeare’s Romeo & Juliet
Project: Create an original choreographed fight scene for a scene in Romeo & Juliet
Theatre II MYP (Yr. 5)
It’s All Greek to Me! (Ensemble Work & Sound)
Statement of Inquiry: “…good design requires more than an element of truth - it requires an ensemble of correct
Unit
1
Unit
2
Unit
3
assumptions and valid calculations” ~ Henry Petroski
Global Context: Orientation in Space & Time
Text Analysis: Medea or Antigone
Project: Create a choreographed Greek Chorus Ensemble Scene based on a Greek Play incorporating movement,
dialogue, some unison speaking, and sound design.
Theatre in Review
Statement of Inquiry: To be a critic experience is necessary in the art.
Global Context: Identities & Relationships
Text Analysis: Dallas/Ft. Worth Metro. Th. Seasons
If I design & build it, will they come? (Scenic Design)
Statement of Inquiry: Technical and methodic skill can create artistic design and creative innovation
Global Context: Scientific and Technical Innovation
Text Analysis: Shakespeare’s Macbeth
Project: Create a scenic design for the play MacBeth
Unit
4
Unit
5
Unit
6
Truth in Writing: Playwriting & Verbatim Theatre
Statement of Inquiry: Words have power
Global Context: Fairness & Development
Text Analysis: Laramie Project
Project: Collaborate to write solo pieces using techniques of Verbatim Theatre and perform
Theatrum est Vita: It’s Show Time
Statement of Inquiry: Theatre has the power to engage audiences in serious debate by developing and articulating ideas on
key ethical & moral questions and dilemmas.
Global Context: Globalization & Sustainability
Project: Work to polish theatre creations to be showcased at the Fine Arts Festival
“…and all that Jazz!” (Performing a Song & Dance)
Statement of Inquiry: Song and Dance allows purest emotion to resonate.
Global Context: Personal and Cultural Expression
Text Analysis: Excerpts of American Musical Theatre
Project: Create original choreography/movement for a musical number to perform.
14. Classroom Expectations & Procedures
ENTERING CLASSROM:
 Scholars will quietly line up outside of the classroom and teacher will be at the door. Teacher will greet scholars with a
handshake. Scholars will give eye contact and say “Good Morning/ Afternoon”; they will quietly walk to place bags to the
right hand side of the room and bring with them any needed supplies to the center of the room facing the white board.
Chairs are located at the left side of the room and will be returned at the end of class.
 Scholars will proceed to write the homework and reminders in their agenda. This can be hardcopies and electronic
agendas.
 After agendas/hw is written in planners Teacher will collect cellphones.
TARDIES:
 Scholar will sign into the classroom and go quietly to seat. Teacher will enter all unexcused tardies in HERO and email
the attendance operator by the end of the school day if the scholar arrives after attendance has been taken.
DISTRIBUTION AND COLLECTION OF MATERIALS/ASSIGNMENTS:
 I use theatre job roles from part of the theatre production team. 1 scholar is in the role permanently and another is a
rotating position. Scholars these roles will pass back work from their period drawer located at the door to the room.
Other scholars will hand out materials, and even others will collect hard copy assignments from scholars.
 Many written assignments will be turned in electronically through Schoology. All assignments should have the proper
MLA heading on their assignments. File names should be labeled as follows: last name. first name. title of assignment.
Period (EX: Gluck. Jessica. Romeo and Juliet Reflection 1. 4B)
RETURNING GRADED WORK:
 Classwork/HW will be graded and returned to scholars within 2 class periods.
 Tests/Quizzes/Essays/Projects will be graded and returned to scholars within 3 class periods.
UNSTRUCTURED TIME:
 Scholars can work on their Theatre reflections (either electronic or in process journal as long as it’s not their cell phone).
 They may go to the theatre library and read books on theatre theory or read plays.
 They can also work on memorizing lines in zone of the classroom that will not distract others still working.
ABSENT WORK:



Scholars will be able to check Schoology to see what they missed. There will also be reminders and electronic
assignments sent out if need be. (Parents have access both to Schoology and receiving Remind notices). Extra hard
copies will be hanging in class files as scholars enter the room.
Assignments will be due within the time frame of school policy.
Assignments due on the day of absence should still be turned in on time (if electronic). If scholar is absent due to
school activity, scholar should have it turned in prior to absence or original due date.
GETTING OUT OF SEAT:
 If you need to sharpen pencil, replace pen, or throw away trash it is okay to move quietly as long as someone is not
performing.
VISITORS TO THE CLASSROOM:
 Scholar Ambassadors will be assigned in each classroom. That scholar will be responsible for greeting only classroom
visits unique to the campus. All other scholars will remain on task and tracking the teacher.
COMMUNICATION:
 As long as scholars are letting others talk and find that right moment to interject while in a discussion they may speak.
(This is not when Instructor or leaders are asking questions from DO NOW or Closing).
 When working in small groups the same technique will apply.
“I DON’T KNOW”:
 Instructor will provide scholars with 5 phrases that scholars can use instead of “I Don’t Know”
o “Let me be sure I understand which information you’re looking for…”
o Based on what we know today, my thoughts are…”
o “That’s a timely question, because I’m currently gathering XYZ information…”
o “I can answer that in part, but would like to consider it further and get back to you.”
o “Great question. I’m just not familiar enough with XYZ to hazard a guess. Let me connect you with…”
FULL SENTENCE ANSWERS:

Scholars should respond to all questions in complete sentences.
HOMEWORK PROTOCOL:


Homework will be displayed on the front board, reminders will be sent home through Schoology and Remind (any
changes will be sent electronically if needed).
Scholars should write this down in their planner at the beginning of class before we start.
TESTING PROTOCOL:

Scholars will follow the rules of AP/IB testing. All bags will be at the side of the room. Cellphones and communicative
electronics will be turned in to instructor.
LEAVING THE CLASSROOM:





Scholars need to ask for permission to leave.
Scholars will be allowed to leave 2 times a quarter.
They will be able to leave when there is a break in the lesson.
If allowed they will grab the appropriate pass from the front board and sign out on the clip board by the door. The
scholar will need to wait to discuss with the teacher why they cannot leave if denied. The scholar will proceed to stay
engaged in the lesson.
If leaving is an emergency that the instructor cannot help take care of and when there is a break in the lesson the
scholar may go to the nurse. If it’s an extreme need. It will be an all hands on deck to help the scholar get to the nurse.

If the scholar knows of a potential problem its best if they let the instructor know at the beginning of class to help if an
extreme need happens.
DISMISSAL:



After room is clean scholars will collect their bags. Scholars will turn in their check in card to receive their cell phone
back.
Scholars can then line up near the classroom door and wait to be dismissed by instructor.
Scholars will be able to leave 1 minute early due to distance to secondary bldg. If this becomes a problem they will
have only the amount of time given by the school to get to their next class.
VOICING GRIEVENCES:



Scholars encouraged to follow the chain of command.
If you have an issue in the class with another scholar try to work it out. If this doesn’t work come to the instructor.
The same goes if there is an issue with the class. The scholar should make an appointment or come see the instructor
after class/down time in class so that the instructor can give the scholar their full attention and focus to help problem
solve the grievance. If it can be handled through Schoology messenger or email this is appropriate also, but sometimes
the instructor might ask to have a face to face and set-up an appointment.
Test Retake Policy

If a scholar fails a major assessment in your class, the scholar is allowed to make up the test. The scholar must attend
a tutoring session with you before retaking the test.
Late Work Policy


The late work policy will be consistent with the school-wide policy established in the student code of conduct.
A scholar who fails to complete an assignment will be assigned Homework Hall
Homework Hall Description in Student Code of Conduct
HOMEWORK HALL is a program designed to increase the expectations that all homework needs to be
completed and turned in to the teacher on time. It will be held every 1st and 3rd Wednesday from 2:153:15pm in the designated teacher’s classroom where assignments are missing. Teachers will track
scholars missing assignments and will place scholar on Homework Hall list generated through HERO.
Tutoring




Scholars will have the opportunity for tutoring 2 mornings a week Tuesday – Friday (days instructor does not have
morning duty). (These will be officially established once Morning Duty schedule has been assigned to staff)
7:10-7:50am.
Any scholar working toward a competition or needing help with performance can set-up an appointment for after
school and before theatre rehearsals. 4:30-5:00pm.
Scholars may message through Schoology to ask questions regarding work or to set-up for an appointment to get
help. Please do so before 8:30 to allow time for an answer. Instructor will stop checking messages on schoology at
8:30pm. If there is a question over the weekend, make sure to do so through Schoology. The instructor will get an
answer to you as soon as possible.
Please don’t wait till last minute to ask for help. The sooner you ask the easier it is to help you. The night before is
last minute.
Scholars and Parent/Guardians are asked to complete the Google Form to allow the instructor to better get to know your
family and to help navigate high school journey. This form will also ask you to take the time to go through this syllabus as a
family to understand the responsibilities and expectations of the course. (Website link goes here)