Middle School Fine Arts Curriculum by The Lovett School

The Lovett School Middle School Fine Arts Curriculum

Essential Questions

1. What is musicianship? 2. How does focus on proper embouchure formation, posture and playing position, breathing, articulation, rhythm, tempo, tone, intonation, dynamics, style, phrasing and musical aesthetic enhance musicianship? 3. How does continuing to refine sight-reading skills help the ensemble play music more accurately and passionately? 4. How does understanding musical terminology such as allegro, ritardando, and legato allow interpretation of sheet music more effectively? 5. How do individuals versus ensembles affect the overall sound of a band? 6. How can different musical instruments within an ensemble create dialogue with other band members as well as the audience? 7. How does practice and reflection impact personal performance?

Assessment 1. SmartMusic assignments - individual self assessment a. Timely completion of work b. SmartMusic assessment

2. 3. 4. 5. 6. 7. 8.

c. Director assessment Semester performance evaluations Chair Placement auditions and pass-offs Active participation and preparedness in class rehearsals Written reflections on special events and special instructions Concert and extra rehearsal attendance Positive attitude and behavior Example assessment: Record, Collaborate, Execute a. Students are recorded as a whole ensemble on either a new or practiced piece of music. Collaboratively within their particular instrumental section, students evaluate and discuss their collective performance and how to improve their sound and technique. Students revise their initial recording that is then individually analyzed and submitted with a reflection on how their personal musicianship can improve and communicate more effectively within the ensemble.

Skills Benchmarks (i.e. What is that we expect them to learn?) 1. Students will be able to sight read and demonstrate rhythms, match pitch individually or within an ensemble. 2. Students will be able to analyze, accurately identify and demonstrate their knowledge of basic time and major key signatures, standard notations in composition music, while using appropriate terminology. 3. Students will begin to critically examine how emotions, posture and physical characteristics influence articulation and expression within their performance. 4. Students will create and perform an original eight measure etude(exercise). 5. Students foundational knowledge will be demonstrated through scheduled public performances.

Units 1. Playing and performing basics a. Terminology & posture b. Notes & rhythms c. Performance cueing d. Playing with a characteristic tone for individual instruments 2. Independent and collaborative performance techniques and etiquette a. Solos b. Duets c. Quartets d. Small ensemble 3. Intermediate playing and performing techniques

Textbooks and Resources 1. SmartMusic account 2. Band instrument and necessary accessories (ex. Reeds, valve oil, slide grease, etc.) 3. Standards of Excellence, Book 1, Bruce Pearson, Kjos Music Company, 1993 4. 14 Weeks to a Better Band, Roger Maxwell, C L Barnhouse Company, 1974 5. Essential Elements 2000, book 1 & 2, by Tim Lautzenheiser, et. al 6. 101 Rhythmic Rest Patterns, by Grover C. Yaus 7. Essential Scale Studies (written by instructor) 8. Progressive Scale Studies (written by instructor) 9. Selected sheet music to perform throughout the school year 10. Demonstrative Recordings

Updated October 2016

Essential Questions

2. 3. 4. 5. 6. 7. 8.

Semester performance evaluations Chair Placement auditions and pass-offs Active participation and preparedness in class rehearsals Written reflections on special events and special instructions Concert and extra rehearsal attendance Positive attitude and behavior Example assessments: Record, Collaborate, Execute a. Students are recorded as a whole ensemble on either a new or practiced piece of music. Collaboratively within their particular instrumental section, students evaluate and discuss their collective performance and how to improve their sound and technique. Students revise their initial recording that is then individually analyzed and submitted with a reflection on how their personal musicianship can improve and communicate more effectively within the ensemble.

Skills Benchmarks (i.e. What is that we expect them to learn?) 1. Students will be able to sight read and demonstrate rhythms, match pitch individually or within an ensemble. 2. Students will be able to analyze, accurately identify and demonstrate their knowledge of more complex time and major key signatures, standard notations in composition music, while using appropriate terminology. 3. Students will begin to critically examine how emotions, posture and physical characteristics influence articulation and expression within their performance. 4. Students will create and perform a moderately complex original eight measure etude(exercise). 5. Students foundational knowledge will be demonstrated through scheduled public performances.

Units 1. Intermediate playing and performing a. Terminology & posture b. Notes & rhythms c. Performance cueing d. Playing with a characteristic tone for individual instruments 2. Independent and collaborative performance techniques and etiquette a. Solos b. Duets c. Quartets d. Small ensemble 3. Intermediate playing and performing techniques

Textbooks and Resources 1. SmartMusic account 2. Band instrument and necessary accessories (ex. Reeds, valve oil, slide grease, etc.) 3. Standards of Excellence, Book 2, Bruce Pearson, Kjos Music Company, 1993 4. 14 Weeks to a Better Band, Roger Maxwell, C L Barnhouse Company, 1974 5. 101 Rhythmic Rest Patterns, Grover C. Yaus, Alfred Music, 1985 6. Essential Scale Studies (written by instructor) 7. Progressive Scale Studies (written by instructor) 8. Selected sheet music to perform throughout the school year 9. Demonstrative Recordings

Updated October 2016

Essential Questions

2. 3. 4. 5. 6. 7. 8.

Skills Benchmarks (i.e. What is that we expect them to learn?) 1. Students will be able to sight read and demonstrate rhythms, match pitch individually or within an ensemble. 2. Students will be able to analyze, accurately identify and demonstrate their knowledge of advanced time and major key signatures, standard notations in composition music, while using appropriate terminology. 3. Students will begin to critically examine how emotions, posture and physical characteristics influence articulation and expression within their performance. 4. Students will create and perform an advanced original eight measure etude(exercise). 5. Students foundational knowledge will be demonstrated through scheduled public performances and competitions.

Units 1. Advanced playing and performing a. Terminology & posture b. Notes & rhythms c. Performance cueing d. Playing with a characteristic tone for individual instruments 2. Independent and collaborative performance techniques and etiquette a. Solos b. Duets c. Quartets d. Small ensemble 3. Advanced playing and performing techniques

Textbooks and Resources 1. SmartMusic account 2. Band instrument and necessary accessories (ex. Reeds, valve oil, slide grease, etc.) 3. Foundations for Superior Performance, Richard Williams, Kjos Music Company, 1997 4. 14 Weeks to a Better Band, Roger Maxwell, C L Barnhouse Company, 1974 5. 101 Rhythmic Rest Patterns, Grover C. Yaus, Alfred Music, 1985 6. Essential Scale Studies (written by instructor) 7. Progressive Scale Studies (written by instructor) 8. Selected sheet music to perform throughout the school year 9. Demonstrative Recordings

Updated October 2016

Essential Questions 1. What is musicianship? 2. How does focus on proper posture, breathing, vowel formation, articulation, rhythm, tempo, tone, intonation, dynamics, style, phrasing and musical aesthetics enhance musicianship? 3. How does continuing to refine sight-singing skills help the ensemble sing more accurately and passionately? 4. How does understanding musical language in terms (e.g. allegro, ritardando, and legato, cresc.) and symbols (e.g. ♯ , , ) allow interpretation of sheet music more effectively? 5. How do individuals versus ensembles affect the overall sound of a chorus? 6. How can different voices within an ensemble create dialogue with other chorus members as well as the audience? 7. How does practice and reflection impact personal performance? Assessment 1. Scheduled and unscheduled assessment audits 2. Director daily rehearsal assessment

1. 2. 3. 4. 5. 6.

Semester performance evaluations Active participation and preparedness in rehearsals Written reflections on special events and special instructions Concert and extra rehearsal attendance Positive attitude and behavior Example assessments: Record, Collaborate, Execute ● Students are recorded as an ensemble on either a new or rehearsed piece of music ● Collaboratively within their particular vocal sections, students evaluate and discuss their collective performance and how to improve their sound and technique. ● Students are subsequently recorded, implementing these rehearsal suggestions and critiques.

Skills Benchmarks (i.e. What skill sets should students acquire?) 1. Students will be able to sight sing and demonstrate rhythms, match pitch individually and within an ensemble 2. Students will be able to master unison, round, and two-part singing; with the introduction of simple three-part singing. 3. Students will be able to analyze, accurately identify and demonstrate their knowledge of meter/time and key signatures, standard notation in music, while using appropriate terminology 4. Students will begin to critically examine how emotions, posture and physical characteristics influence articulation and expression within their performance 5. Students will create and perform an advanced original eight-measure melody 6. Students’ foundational knowledge will be demonstrated through scheduled public performances and competitions. Units 1. Listening skills 2. Fundamentals of the voice and singing - terminology and posture a. Voice parts (S, A, T, B, treble, cambiata) 3. Fundamentals of musical notation a. Pitches, rhythmic values, meter and key signatures, accidentals, etc. 4. Sight-singing basics, including solfège, triads, scales, and intervals 5. Language – repertoire, the ‘logogenic’ nature of choral music, 6. Independent and collaborative performance techniques and etiquette 7. Beginning singing and performing techniques Textbooks and Resources 1. Varied age-appropriate repertoire: focusing on text, style, genre, musical demands, historical perspectives, and vocal range 2. Alfred's Basic Piano Library: Ear Training Book Complete 6th Grade

3. Sight-reading materials from a wide selection of printed and online sources, as well as teacher-written materials 4. Demonstrative recordings Updated October 2016

1. 2. 3. 4. 5. 6.

Skills Benchmarks (i.e. What skill sets should students acquire?) 1. Students will be able to sight sing and demonstrate rhythms, match pitch individually and within an ensemble 2. Students will master unison, two-part, and three-part (SAB) singing; students will be introduced to four-part (SATB) singing. 3. Students will be able to analyze, accurately identify and demonstrate their knowledge of meter/time and key signatures, standard notation in music, while using appropriate terminology 4. Students will begin to critically examine how emotions, posture and physical characteristics influence articulation and expression within their performance 5. Students will create and perform an advanced original eight-measure melody 6. Students’ foundational knowledge will be demonstrated through scheduled public performances and competitions. Units 1. Listening skills 2. Fundamentals of the voice and singing - terminology and posture a. Voice parts (S, A, T, B, treble, cambiata) 3. Fundamentals of musical notation a. Pitches, rhythmic values, meter and key signatures, accidentals, etc. 4. Sight-singing basics, including solfège, triads, scales, and intervals 5. Language – repertoire, the ‘logogenic’ nature of choral music, 6. Independent and collaborative performance techniques and etiquette 7. Intermediate singing and performing techniques Textbooks and Resources 1. Varied age-appropriate repertoire: focusing on text, style, genre, musical demands, historical perspectives, and vocal range 2. One-Minute Theory Book 1 for the Choral Classroom by Ronald Slabbinck &

Holly Shaw-Slabbinck 3. Sight-reading materials from a wide selection of printed and online sources, as well as teacher-written materials 4. Demonstrative recordings Updated October 2016

Course Description The 8th grade chorus is an ensemble that includes the four traditional vocal parts soprano, alto, tenor and bass. Additionally, there are male singers whose voices are unchanged (treble) and in the process of changing (cambiata). This yearlong class is open to all students. In this classroom/rehearsal environment, students will improve their appreciation, understanding, and performance of music through joint and individual rehearsals. Chorus members will come to understand how their personal voice, within a collaborative ensemble, can contribute to and enhance an ensemble. Students will improve as they begin to develop a degree of self-awareness and self-confidence in daily rehearsals and their own individual practice. Students are led, with teacher guidance, to critically and continually assess musicianship while setting objective goals and deadlines for improvement within units. Members of this chorus class are expected to collaboratively participate in all scheduled performances and after-school rehearsals throughout the academic school year.

1. 2. 3. 4. 5. 6.

Skills Benchmarks (i.e. What skill sets should students acquire?) 1. Students will be able to sight sing and demonstrate rhythms, match pitch individually and within an ensemble 2. Students will master unison, two-part, and three-part (SAB) singing; students will develop a solid grasp of four-part (SATB) singing. 3. Students will be able to analyze, accurately identify and demonstrate their knowledge of meter/time and key signatures, standard notation in music, while using appropriate terminology 4. Students will begin to critically examine how emotions, posture and physical characteristics influence articulation and expression within their performance 5. Students will create and perform an advanced original eight-measure melody 6. Students’ foundational knowledge will be demonstrated through scheduled public performances and competitions. Units 1. Listening skills 2. Fundamentals of the voice and singing - terminology and posture a. Voice parts (S, A, T, B, treble, cambiata) 3. Fundamentals of musical notation a. Pitches, rhythmic values, meter and key signatures, accidentals, etc. 4. Sight-singing basics, including solfège, triads, scales, and intervals 5. Language – repertoire, the ‘logogenic’ nature of choral music, 6. Independent and collaborative performance techniques and etiquette 7. Advanced singing and performing techniques Textbooks and Resources 1. Varied age-appropriate repertoire: focusing on text, style, genre, musical demands, historical perspectives, and vocal range 2. One-Minute Theory Book 2 for the Choral Classroom by Ronald Slabbinck &

Holly Shaw-Slabbinck 3. Sight-reading materials from a wide selection of printed and online sources, as well as teacher-written materials 4. Demonstrative recordings Updated October 2016

The Lovett School Vision for Learning Lovett offers experiences that inspire our students to love learning. We encourage them to think critically, communicate effectively, engage creatively, and collaborate purposefully. We provide the opportunities and resources that help our students develop independence and self-direction and extend their learning beyond the walls of the classroom as they grow intellectually, emotionally, physically, aesthetically, morally, and spiritually. MS685 - GR6 Orchestra The 6th grade Orchestra class is a year long experiential survey of string music for both experienced and novice players. Experienced students play in a string orchestra while the beginning students work in a remediated string class environment. While playing in the ensemble, students develop technical playing skills, the rudiments of composition, practical applications of music theory, while studying music history. Through solo and collaborative practice, students will develop critical thinking (record, listen, reflect, review, adjust/practice, repeat) required for the mastery of their individual instrument. As a participant in the full orchestra, students will develop enough facility and proficiency to perform in a small ensemble or as a soloist. Members of this orchestra class are expected to participate in all scheduled performances and after-school rehearsals throughout the academic school year. Essential Questions 1. How does one master a string instrument? 2. How does focus on proper posture and playing position, left and right hand technique (bow hold and left hand position), articulation, rhythm, tempo, tone, intonation, dynamics, style, phrasing and musical aesthetic enhance musicianship? 3. How do string musicians fit into the history of music? 4. How are original compositions created? 5. How do the the elements of music affect performance? 6. How does understanding musical terminology (such as Allegro, ritardando, and legato) broaden a person's understanding of music and help to develop stronger player? 7. How does practice and reflection impact personal performance? Assessment 1. Individual Performance 2. Written Reflections 3. Solo and Ensemble performance exams 4. Class engagement and participation 5. Class Performances - Winter Concert, All-School Chapel, String Spectacular; Music Festival Contest 6. Example assessment: Whole ensemble performance a. Student demonstrate their development of critical thinking (preparing for a concert students: practice, record, reflect, working towards mastery in each piece); creativity (preparing for a concerts students add the elements of music to

develop their skills and creativity; collaboration (performing a concert requires extraordinary collaboration).

Skills Benchmarks Students will: 1. Recognize and perform string orchestra music from the musical periods of the Renaissance 1600-1750, Classical 1750-1820 and Romantic 1820-1900. 2. Develop orchestral performance repertoire of individual position, posture and technical skills. 3. Progress an ongoing understanding of music theory and its function from both a performerâ&#x20AC;&#x2122;s and creatorâ&#x20AC;&#x2122;s standpoint 4. Reinforce performative ability of two-octave scales (two sharps) 5. Develop confidence in sight-reading; including reading rhythm, tempo, style and notes correctly. 6. Develop skills in composition. 7. Demonstrate foundational knowledge through scheduled public performances and competitions. Units 1. Technique Review and Development Unit a. Scale i. Octave addition ii. Sharp additions b. Music theory and vocabulary i. Treble, alto, bass clefs ii. Reading ledger lines iii. Note and rest values c. Concert and performing skills i. Stage presence ii. Preparation iii. Performance anxiety strategies 2. Performance Mastery a. Technique and styles b. Position and posture c. Preparation and skills 3. Professional Performances a. Attendance b. Reflection c. Careers in music i. Performance ii. Education Textbooks and Resources

1. Woolstenhulme , Jeremy. â&#x20AC;&#x2039;String Basics Method Book 1, 2, and 3. San Diego, CA: Neil A, Kjos Music. Print. 2. Anderson, Gerald. â&#x20AC;&#x2039;Essentials for Strings. San Diego, CA: Neil A, Kjos Music, 1985. Print. 3. Professional recordings via CD, DVD and Medici.TV 4. Repertoire for performance (such as works by contemporary composers: Mantras by Richard Meyer; and works by the masters: Bach, Beethoven, Dvorak) Updated October 2016

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The 7th grade Orchestra class is a year long experiential survey of string music for intermediate players. Students play in an ensemble, develop technical playing skills, the rudiments of composition, practical applications of music theory, while studying music history. Through solo and collaborative practice, students will develop critical thinking (record, listen, reflect, review, adjust/practice, repeat) required for the mastery of their individual instrument. As a participant in the full orchestra, students will develop enough facility and proficiency to perform in a small ensemble or as a soloist. Members of this orchestra class are expected to participate in all scheduled performances and after-school rehearsals throughout the academic school year. Essential Questions 1. How does one master a string instrument? 2. How does focus on proper posture and playing position, left and right hand technique (bow hold and left hand position), articulation, rhythm, tempo, tone, intonation, dynamics, style, phrasing and musical aesthetic enhance musicianship? 3. How do string musicians fit into the history of music? 4. How are original compositions created? 5. How do the the elements of music affect performance? 6. How does understanding musical terminology (such â&#x20AC;&#x2039; as â&#x20AC;&#x2039;Allegro, ritardando, and legato) broaden a person's understanding of music and help to develop stronger player? 7. How does practice and reflection impact personal performance? Assessment 1. Individual Performance 2. Written Reflections 3. Solo and Ensemble performance exams 4. Class engagement and participation 5. Class Performances - Winter Concert, All-School Chapel, String Spectacular; Music Festival Contest 6. Example assessment: Whole ensemble performance a. Student demonstrate their development of critical thinking (preparing for a concert students: practice, record, reflect, working towards mastery in each piece); creativity (preparing for a concerts students add the elements of

music to develop their skills and creativity; collaboration (performing a concert requires extraordinary collaboration).

Skills Benchmarks Students will: 1. Recognize and perform string orchestra music from the musical periods of the Renaissance 1600-1750, Classical, 1750-1820 and Romantic 1820-1900. 2. Develop orchestral performance repertoire of individual position, posture and technical skills. 3. Progress an ongoing understanding of music theory and its function from both a performerâ&#x20AC;&#x2122;s and creatorâ&#x20AC;&#x2122;s standpoint 4. Reinforce performative ability of two-octave scales (two sharps and two flats), a working adolescent vibrato, and shifting through 4th position. 5. Model an understanding of natural harmonics. 6. Develop confidence in sight-reading; including reading rhythm, tempo, style and notes correctly. 6. Develop skills in composition. 7. Demonstrate foundational knowledge through scheduled public performances and competitions. Units 1. Technique Review and Development Unit a. Scale i. Octave addition ii. Sharp additions b. Music theory and vocabulary i. Treble, alto, bass clefs ii. Reading ledger lines iii. Note and rest values c. Concert and performing skills i. Stage presence ii. Preparation iii. Performance anxiety strategies d. Vibrato development 2. Performance Mastery a. Technique and styles b. Position and posture c. Preparation and skills 3. Professional Performances a. Attendance b. Reflection c. Careers in music i. Performance ii. Education

Textbooks and Resources 1. Woolstenhulme , Jeremy. â&#x20AC;&#x2039;String Basics Method Book 1, 2, and 3. San Diego, CA: Neil A, Kjos Music. Print. 2. Anderson, Gerald. â&#x20AC;&#x2039;Essentials for Strings. San Diego, CA: Neil A, Kjos Music, 1985. Print. 3. Professional recordings via CD, DVD and Medici.TV 4. Repertoire for performance (such as works by contemporary composers: Mantras by Richard Meyer; and works by the masters: Bach, Beethoven, Dvorak) Updated October 2016

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The 8th grade Orchestra class is a year long experiential survey of string music for advanced players. Students play in an ensemble, develop technical playing skills, the rudiments of composition, practical applications of music theory, while studying music history. Through solo and collaborative practice, students will develop critical thinking (record, listen, reflect, review, adjust/practice, repeat) required for the mastery of their individual instrument. As a participant in the full orchestra, students will develop enough facility and proficiency to perform in a small ensemble or as a soloist. Members of this orchestra class are expected to participate in all scheduled performances and after-school rehearsals throughout the academic school year. Essential Questions 1. How does one master a string instrument? 2. How does focus on proper posture and playing position, left and right hand technique (bow hold and left hand position), articulation, rhythm, tempo, tone, intonation, dynamics, style, phrasing and musical aesthetic enhance musicianship? 3. How do string musicians fit into the history of music? 4. How are original compositions created? 5. How do the the elements of music affect performance? 6. How does understanding musical terminology (such â&#x20AC;&#x2039; as â&#x20AC;&#x2039;Allegro, ritardando, and legato) broaden a person's understanding of music and help to develop stronger player? 7. How does practice and reflection impact personal performance? Assessment 1. Individual Performance 2. Written Reflections 3. Solo and Ensemble performance exams 4. Class engagement and participation 5. Class Performances - Winter Concert, All-School Chapel, String Spectacular; Music Festival Contest 6. Example assessment: Whole ensemble performance

a. Student demonstrate their development of critical thinking (preparing for a concert students: practice, record, reflect, working towards mastery in each piece); creativity (preparing for a concerts students add the elements of music to develop their skills and creativity; collaboration (performing a concert requires extraordinary collaboration).

Skills Benchmarks Students will: 1. Recognize and perform string orchestra music from the musical periods of the Renaissance 1600-1750, Classical, 1750-1820 and Romantic 1820-1900, and 21st centuries. 2. Develop orchestral performance repertoire of individual position, posture and technical skills. 3. Progress an ongoing understanding of music theory and its function from both a performerâ&#x20AC;&#x2122;s and creatorâ&#x20AC;&#x2122;s standpoint 4. Reinforce performative ability of two-octave scales (three sharps and three flats), one three-octave scale; a working adolescent vibrato, and shifting through 4th position. 5. Model an understanding of natural harmonics. 6. Develop confidence in sight-reading; including reading rhythm, tempo, style and notes correctly. 6. Develop skills in composition. 7. Demonstrate foundational knowledge through scheduled public performances and competitions. Units 1. Technique Review and Development Unit a. Scale i. Octave addition ii. Sharp additions b. Music theory and vocabulary i. Treble, alto, bass clefs ii. Reading ledger lines iii. Note and rest values c. Concert and performing skills i. Stage presence ii. Preparation iii. Performance anxiety strategies d. Vibrato development i. Beginning ii. Adolescent 2. Performance Mastery a. Technique and styles b. Position and posture

c. Preparation and skills 3. Professional Performances a. Attendance b. Reflection c. Careers in music Textbooks and Resources 1. Woolstenhulme , Jeremy. â&#x20AC;&#x2039;String Basics Method Book 1, 2, and 3. San Diego, CA: Neil A, Kjos Music. Print. 2. Anderson, Gerald. â&#x20AC;&#x2039;Essentials for Strings. San Diego, CA: Neil A, Kjos Music, 1985. Print. 3. Professional recordings via CD, DVD and Medici.TV 4. Repertoire for performance (such as works by contemporary composers: Mantras by Richard Meyer; and works by the masters: Bach, Beethoven, Dvorak) Updated October 2016

Essential Questions 1. What makes dance an art and not a sport? 2. How do we turn “movement” into dance? 3. What are the components of a good dance performance? 4. What defines ballet, jazz, contemporary, and hip hop? 5. How is ballet technique the base for all other dance styles? 6. What are the key core skills/strengths necessary to all types of dance? 7. What are the keys to dance injury prevention? 8. What is the relationship of dance to my life? 9. How does dance become an outlet for personal expression? 10. What is the choreographic process? 11. How does dance affect lives?

Assessments 1. Technical skills: students are evaluated for the technique at their particular level. 2. Knowledge of Choreography

3. 4. 5. 6. 7.

Energy (how much energy and effort the student puts forth) Rhythm Classroom Etiquette (behavior in class, attendance and dress code). Participation in class-choreographed dance. Dance appreciation: Students will watch professional dancers on video and write responses. 8. Example Assessment: Choreography a. Students are filmed demonstrating a section of choreography. They are then graded on their knowledge of the dance, the effort and energy put into the performance of the dance, musicality, style, and a self-assessment. Students are required to view themselves on the video and note three positive things about their dancing and three aspects that require improvement. This exercise both tests and prepares their ability to retain and perform choreography, but also their ability to think critically and self-evaluate. They must be able to effectively communicate their understanding using both dance and non-dance vocabulary. Finally, as group dances depend on patterns and precise identical movements, the student is forced to either collaborate with their fellow classmates or conform to the way the group is moving, or to the choreographer desires.

Skills Benchmarks Students will: 1. Be able to evaluate dance performance and make informed choices about their own expressions through dance. 2. Demonstrate knowledge of and evaluate performance qualities while self-correcting their technical mistakes. 3. Create and choreograph their own dance. 4. Demonstrate knowledge of proper terminology/vocabulary and execution of varied dance styles through repetitive rehearsals and learning the importance of details. 5. Execute a dance combination and imbue it with an expression of emotion and/or an interpretation of the music. 6. Create and perform a short dance or dance combination using basic steps and techniques to a given piece of music that is both rhythmical and evocative of the chosen music. 7. Identify and demonstrate at least two styles/genres of dance based on the movement and not on the music.

8. Work individually and collaboratively to learn, retain and perform in front of a public audience to a complete a dance with specific choreography while making adjustments in space and ability levels. Units 1. Performance techniques and etiquette a. Concert dances b. Timing c. Expression d. Details 2. Exploration of ballet, jazz, hip hop and contemporary techniques a. Terminology b. Posture c. Movement 3. Collaborative choreography, if time permits

Textbooks and Resources Variety of dance articles, DVDs and videos of dance, choreographed study guides, Mad Hot Ballroom, â&#x20AC;&#x2039;2005 American documentary film by director Marilyn Agreloâ&#x20AC;&#x2039;. Updated October 2016

Assessments 1. Technical skills: students are evaluated for the technique at their particular level. 2. Knowledge of Choreography

3. 4. 5. 6. 7.

Units 1. Performance techniques and etiquette a. Concert dances b. Timing c. Expression d. Details Exploration of ballet, jazz, hip hop and contemporary techniques 1. Terminology 2. Posture 3. Movement 2. Collaborative choreography

Textbooks and Resources Variety of dance articles, DVDs and videos of dance, choreographed study guides. Updated September 2016

What is good acting? How is acting different from pretending? What skills can one develop to improve acting? Will students be able to grasp this abstract concept? Will students feel comfortable enough to explore their creativity through performance?

Skills Benchmarks Students will: 1. 2. 3. 4.

Demonstrate focus in order to isolate and utilize their senses in performance. Learn and demonstrate an understanding of non-verbal storytelling. Demonstrate creativity and teamwork through Improvisation. Learn and demonstrate the ability to form and produce proper vocal projection and diction. 5. Apply their understanding of basic acting essentials in order to create and perform a â&#x20AC;&#x153;contentlessâ&#x20AC;? scene. Units 1. Sense exploration and observation Memory and movement a. Sight

b. Hearing c. Smell d. Taste e. Touch/weight ● Explore characterization through movement and body dynamics ● Non-verbal storytelling 2. Improvisation ● Introduction a. Games b. Exercises ● “The ensemble” and teamwork ● Storytelling skills 3. Voice and diction ● Vocal warm ups ● Sound formation and diction ● Breathing technique 4. Beginning scene study ● Basics of scene study a. Objective b. Obstacle c. Tactics ● Character creation ● Memorization and communication Assessment ● Students are tested using a performance assessment. A rubric is used to ensure that certain basic essentials are being achieved. ● Rubrics are designed to assess performance, participation, attitude, creativity, and effort. ● A good example of an assessment in 7th grade Drama would be the “Pail of Water Exercise.” In this assessment the student is asked to come up with a performance scenario where they must communicate, non-verbally, a story in which a person fills up a receptacle, or “pail”, with a liquid and carry it to another receptacle, and pour its contents into it. This requires the student to critically and creatively think about how to communicate this effectively to an audience. They must establish who, what, where, when with their story. Also included in this assessment are senses (sight, smell, weight, hearing, etc.) as well as a consistent focus on their performance “reality.”

Resources 1. Performance DVDs: Buster Keaton, The Mikado, Cirque du Soleil, Cyrano (Belgian Theatre Co. Production) 2. Guest Instructors/Performers

The Lovett School Vision for Learning Lovett offers experiences that inspire our students to love learning. We encourage them to think critically, communicate effectively, engage creatively, and collaborate purposefully. We provide the opportunities and resources that help our students develop independence and self-direction and extend their learning beyond the walls of the classroom as they grow intellectually, emotionally, physically, aesthetically, morally, and spiritually. MS 804 - GR 8 Drama - Intro to Acting This is a yearlong elective course open to any eighth grade student serious about studying the craft of acting. The class will be trained in all the basics of acting and characterization through audition technique, scene study, stage combat, advanced scene study, and Theatre History. These skills are actively put to use in the second semester when all students signed up for this course rehearse, and ultimately, perform in the Spring Play. In addition, guest professionals are brought in from time to time to work with the students to share their experiences and expertise. Ultimately, this class learns how to work together using creative and critical thinking to communicate a story or character clearly. Essential Questions 1. How do you prepare for, and perform an audition? 2. How do you perform stage combat safely? 3. Who are some of the greatest playwrights of all time? 4. What plays did they write? 5. How do you perform scenes from these plays? 6. How do you produce a play from start to finish? Course Benchmarks Students will: 1. Perform an audition piece, complete with Headshot and resume. 2. Choreograph a staged â&#x20AC;&#x153;fightâ&#x20AC;? within an acting scene. 3. Demonstrate an understanding of the basics of swordplay. 4. Work as a team to gather and share information on classic plays and playwrights. 5. Demonstrate an understanding of acting styles and techniques in classic scene performance. 6. Participate in the complete theatrical experience; from audition to rehearsal to performance. Units 1. Audition technique â&#x2014;? Monologue a. Development

b. Analysis ● Direction by the instructor ● Headshots and resumes 2. Stage Combat ● Techniques ● Safety ● Choreography ● Basics of fencing 3. Theatre History ● Introduction to great playwrights, including William Shakespeare. ● Research on a playwright and/or a play by that playwright ● Team projects ● Presentation 4. Advanced Scene Study ● Rehearse and perform scenes from classic plays ● Application of acting skills and technique ● Introduction to acting styles ● Direction from instructor ● In class performance 5. Rehearsal/Performance ● Audition for spring production ● Rehearsal process a. Blocking b. Direction c. Choreography d. Physical and mental preparation ● Costume and makeup arts ● Stage etiquette ● Performance Assessment 1. Students are tested using a performance assessment. A rubric is used to ensure that certain basic essentials are being achieved. 2. Rubrics are designed to assess performance, participation, attitude, creativity, and effort. 3. Final assessment for this course is a rubric used to assess the overall scope of the student’s performance in the Spring production. 4. An example of an assessment in this course would be the “Audition/Monologue Test.” In this test students are asked to perform a monologue that they have developed in class. This assessment is treated exactly like an actual audition.

Students are held in a separate room until called in to audition. Once there, they are expected to turn in their â&#x20AC;&#x153;self-madeâ&#x20AC;? headshot and resume. This performance rubric is based on techniques taught in class, including introductions, focus, vocal variance, transitions, reactions, etc. Resources 1.Library 2.Computer Lab 3.Guest Instructors/Directors/Performers 3.Performance DVDs 4.Computer programs (iMovie, Comic Life, Keynote, etc.)

Essential Questions 1. What makes an artist? 2. How do you interpret, read, and describe art? 3. How does history, and geography influence artwork? 4. What is art? 5. Why do we create art? 6. What are design guidelines and how do they influence art making? 7. How do artists convey an idea, feeling and/or personal meaning? 8. What is visual problem solving? 9. What is creativity?

Assessment 1. Projects designed to assess individual concept understanding, craftsmanship/skills, problem solving, effort, creativity, and description of process. 2. Daily drawing assignments 3. Written Reflections 4. Portfolio Review 5. Example assessment: Unit Reflections a. Students are required to submit pre and post unit reflections. The prompts for these reflections require students to think critically about the unitâ&#x20AC;&#x2122;s essential question(s); predict and describe the tools and techniques used; personally interpret a historically significant artist quote; explain how they personally have grown either in technical skill and/or work habits; and detail what they will carry over to the next unit for continued development.

Skills Benchmarks Students will: 1. Identify and model elements and principles of design in artwork. 2. Describe the expressive quality of artwork with specific reference to mood/feeling and color characteristics. 3. Develop appropriate studio habits specific to each medium and learn proper use and care for artistic tools. 4. Create imaginative and observational artwork in a variety of artistic mediums. 5. Embrace visual problem solving. 6. Participate in individual and group critiques. 7. Utilize the rules of composition in original art works. 8. Explain the art making process from thought to implementation, citing source inspiration, personal connection, techniques and materials used. 9. Apply a basic understanding of color theory and harmonies.

Units 1. Daily practice a. Sketchbooks b. Need: self expression versus passion 2. The Basics - knowledge, language and rules i. Color Theory ii. Color Harmonies

iii. iv.

Contour versus outline Value: light and shadow 1. Value scale 2. Geometric shapes 3. Celebrity portrait v. Positive and negative space vi. Compositional rules 1. Elements of art 2. Principles of design 3. Site specific environmental art a. Rule of thirds b. Point of view c. Framing d. Directional lines 3. History’s influence - Renaissance to Contemporary Art a. Retake a Classic

Textbooks and Resources 1. Let’s Make Some Great Art, Marion Deuchars, Laurence King Publishing, 2011 2. Art making supplies 3. Select art museum online resources 4. Select youTube demonstration tutorials 5. Andy Goldworthy Rivers and Tides video Updated October 2016

Essential Questions 1. What makes an artist? 2. How do you define the process of art making? 3. What are the characteristics of a working artist? 4. What is art? 5. Why do we create art? 6. What is creativity? 7. What are design guidelines and how do they influence art making? 8. How do you interpret, read, and describe art? 9. How do artists convey an idea, feeling and/or personal meaning? 10. What is visual problem solving? 11. How does history, and geography influence artwork? 12. How can we study art history while simultaneously strengthening our individual artistic development? 13. Why do skills and the understanding of theory make art better?

14. How are the artistâ&#x20AC;&#x2122;s tools essential in creating certain types of art, clay/ceramics, paint/painting, camera/photography? 15. How does a balance of skill, understandings of media, and critique develop independent artists? 16. How do artists create conceptual work?

Assessment 1. Projects designed to assess individual concept understanding, craftsmanship/skills, problem solving, effort, creativity, and description of process. 2. Weekly drawing assignments 3. Written Reflections 4. Portfolio Review 5. Example assessment: Unit Reflections a. Students are required to submit pre and post unit reflections. The prompts for these reflections require students to think critically about the unitâ&#x20AC;&#x2122;s essential question(s); predict and describe the tools and techniques used; personally interpret a historically significant artist quote; explain how they personally have grown either in technical skill and/or work habits; and detail what they will carry over to the next unit for continued development.

Skills Benchmarks Students will: 1. Identify and model elements and principles of design in artwork. 2. Categorize artwork within art movement categories from Impressionism to Contemporary art. 3. Describe the expressive quality of artwork with specific reference to mood/feeling and color characteristics. 4. Develop appropriate studio habits specific to each medium and learn proper use and care for artistic tools. 5. Create imaginative and observational artwork in a variety of artistic mediums. 6. Embrace visual problem solving. 7. Participate in individual and group critiques. 8. Utilize the rules of composition in original art works. 9. Explain the art making process from thought to implementation, citing source inspiration, personal connection, techniques and materials used. 10. Demonstrate that they can draw a three dimensional space and shape from any point of view by applying the science of perspective.

11. Identify and model understanding of light, shadow, color theory, and compositional rules in artwork.

â&#x20AC;&#x2039;Units 1. Visual Art Habitudes - what, when, how, where, & why? a. Daily drawing b. Media identification c. Media discovery - experimental versus intentional d. Media techniques i. dry on dry ii. dry on wet iii. wet on wet e. See, Think, Wonder 2. Mark Making a. Lines - types and descriptions i. Continuous lines ii. Outlines versus contour lines iii. Contour lines b. Shapes, pattern, and texture i. Monoprinting ii. Value tones c. Color Theory d. Mood i. Lighting and shadow 3. Composition a. Rules, i. Balance, ii. Focal Point iii. Rule of Thirds iv. Point of View v. The power of a triangle vi. Directional lines vii. Framing b. Themes and ideas i. Everyday Objects ii. Unexpected inspiration iii. Narrative iv. Symbols 4. Observational Drawing a. Still life i. Techniques ii. Proportion identification iii. Sighting angles

iv. Form through value v. Composition cohesion b. Perspective i. One point ii. Two Point 1. Square 2. Round iii. Application 1. Open areas 2. Entryways and hallways 5. Color a. Theory b. Color Wheel c. Mixing d. Color Effects e. Harmony 6. Printmaking a. Linocut technique. 7. Portraiture

Textbooks and Resources 1. Draw, Paint, Print like the Great Artists, Marion Deuchars, Laurence King Publishing, 2014 2. Art making supplies 3. Select art museum online resources 4. Select youTube demonstration tutorials 5. Drawing 3-D A Step by Step to Perspective Drawing, DuBosque, Doug, Peel Publishing, 1998 Updated October 2016

MS800 GR8 TT-1 - 8th Grade Design and Production Course Description The 8th Grade Design and Production is a year long, experiential course intended to foster an understanding of the designing, crafting, and presentation of theatrical productions. Through a combination of individual and group work, an overview of theater organization and terminology, basic scenic construction, lighting and sound design, stage management, and costume and prop conceptualization are explored. The year culminates by collaborating with the 8th grade drama class to design, build, and run their end of the year production. Essential Questions 1. 2. 3. 4. 5.

Why is technical theater important? How are different types of theater run and by whom? How are theatrical scripts and concepts realized on stage? How do designers for theater develop a unified vision of a production? How do you use the different tools and supplies to create the scenery and props for a production? 6. How are lights and sound important to the world of the production? 7. Why is teamwork vital to a production?

Assessment 1. Through the use of formal tests and quizzes, projects, and in class discussion of ideas, the students’ progress and knowledge of each unit will be evaluated. 2. Each student will be asked to present his/her projects in class, with particular attention paid to defense/explanation of his/her choices and what elements of the script or musical piece influenced his/her decisions. During these presentations the students will also be asked to offer positive criticisms of each other’s work. 3. In-class participation places a big role in the assessment of a student’s progress. Technical theater relies on teamwork and the sharing of ideas to affect a cohesive presentation of a production; one must be able to communicate effectively and utilize other’s creative thinking to produce the best show possible.

4. Deadlines and tardiness can and will affect the final grade during each assessment. 5. Students are required to serve on one production crew per year or complete 20 lab hours. Lab hours are done after school or on Saturday work calls. Skills Benchmarks Students will: 1. Identify the different physical areas and job duties that are essential to theatrical productions. 2. Safely use a variety of construction tools including: pneumatic nailer and stapler, power saws, and fastening and welding equipment. 3. Demonstrate the ability to read, analyze and develop his/her own “vision” of a theatrical script. 4. Demonstrate teamwork skills and problem solve. 5. Develop a working knowledge and appreciation for theatrical lighting, sound engineering, and costume construction. 6. Read and create workable drawings for their own projects. Units 1. Unit 1 Theatrical Spaces and Terminology Students will tour our theatrical spaces and learn terminology specific to the theater as well as experience the different physical elements of a “traditional” proscenium and a Blackbox theatre. Exposure to our fly system, rigging, soft goods and hard goods will all be included in this experience. 2. Unit 2 Scenery Shop Equipment and Materials A variety of tools and materials will be taught and used during this unit. Students will learn proper safety techniques and procedures when using pneumatic and power equipment. In addition to this, the differences between natural and composite building materials will be discussed. 3. Unit 3 Construction Techniques Materials and Construction methods will be explored as they pertain to theatrical elements. How scenic elements and properties for productions are constructed and the different materials that are used will also be explored during this section. Students will receive both lecture and hands on instruction on the safe creation of flats, platforms and specialty items for shows. Among these materials and techniques will be steel and welding skills. 4. Unit 4 Introduction to Design Through the study of well-known marketing ads, we will discuss the elements of design: color, shape, texture, common theme, and how those elements affect the way the audience identifies with a product. The students will be introduced to the concepts, tools, and terminology associated with basic hand drafting and an overview of CAD.

5. Unit 5 Theatre Lighting Through projects and assignments the students will explore the different elements of Theatrical Lighting. They will learn about various lighting equipment and the effect lighting has on a theatrical performance. 6. Unit 6 Sound Students will learn basic sound engineering through hands-on use of the sound mixing board, microphones, speakers and music. They will also be introduced to Qlab; the current sound design software that the industry uses. 7. Unit 7 Costumes Through lecture and hands on practice, students will learn the technical vocabulary and the practical skills of costume construction, including the use of hand sewing, sewing machines, and other measuring and cutting tools. 8. Unit 8 Theatrical Organization During this unit, students will learn how a theatre is run in an Educational, Community and Professional setting. They will learn how the responsibilities for mounting a production are assigned and the different duties of each position. 9. Unit 9 Script Analysis By reading a theatrical script, the students will learn to verbalize, visualize, and then actualize what message the playwright is trying to get across to the audience. They will read and analysis the script for visual imagery and meaning. This will culminate in a concept paper and project presented to the class. Textbook and Resources The students will be asked to use the Internet and library to research topics and ideas. They will be able to use tools and equipment located in the theatre programâ&#x20AC;&#x2122;s scenery shop as well as both the Hendrix-Chenault and Woodward Theatres. Update October 2016