Theater10

Overview of Tech design - "What does Technical theatre entail?" || Assess the student artists' interpretation of what is involved in creating theatrical production ||  || Socratic discussion and lecture || Participation || Syllabus - Teacher lecture || 2,3 ||   || How to read like a designer. || To teach the student artists how to read and utilize the Architectural scale and create a scaled square and circle. Begin discussion of how to read a play as a designer. ||  || Lecture and practical work - drafting || Participation || Teacher lecture - guided instruction || 2,3 || Individual help with measurements and individual work check || Apply the scaled drawing to sketches of the set for "The Moustache" || Learn the proper measurements and drafting techniques for basic set design || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello || 3,4 || Individual help with measurements and individual work check || Google SketchUp || 3,4 || Individual help on the program and individual work check || Google SketchUp || 3,4 || Individual help on the program and individual work check || Google SketchUp || 3,4 || Individual help on the program and individual work check || Google SketchUp || 3,4 || Individual help on the program and individual work check || Google SketchUp || 3,4 || Individual help on the program and individual work check || Google SketchUp || 3,4 || Individual help on the program and individual work check || Google SketchUp || 3,4 || Individual help on the program and individual work check || Create a virtual 3d version of the set using Google SketchUp || Learn and apply the proper measurements and drafting techniques for basic set design then, using Google SketchUp, begin to create a 3D version of the set || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello Google SketchUp || 3,4 || Individual help on the program and individual work check || "The Moustache" by Davis Allienello || 3 || Individual help on the program and individual work check || "The Moustache" by Davis Allienello || 3 || Individual help on the program and individual work check || "The Moustache" by Davis Allienello || 3 || Individual help on the program and individual work check || "The Moustache" by Davis Allienello || 3 || Individual help on the program and individual work check || "The Moustache" by Davis Allienello || 3 || Individual help on the program and individual work check || "The Moustache" by Davis Allienello || 3 || Individual help on the program and individual work check || "The Moustache" by Davis Allienello || DOK-3 || Individual help on the program and individual work check || "The Moustache" by Davis Allienello || DOK-3 || Individual help on the program and individual work check || Lighting Plot Area Plot Instrument list Color chart Cue sheets Scenic notes || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor Lecture "The Moustache" by Davis Allienello || DOK-3 || Individual help on the program and individual work check || Lighting Plot Area Plot Instrument list Color chart Cue sheets Scenic notes || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor Lecture "The Moustache" by Davis Allienello || DOK-3 || Individual help on the program and individual work check || Lighting Plot Area Plot Instrument list Color chart Cue sheets Scenic notes || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor Lecture "The Moustache" by Davis Allienello || DOK-3,DOK-4 || Individual help on the program and individual work check || Lighting Plot Area Plot Instrument list Color chart Cue sheets Scenic notes || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor Lecture "The Moustache" by Davis Allienello || DOK-3,DOK-4 || Individual help on the program and individual work check || Anatomy - a complete guide for artists by Sheppard || DOK-2,DOK-3 || Individual help on the program and individual work check || Make up Design project || Students will continue to learn how to handle makeup design sketches || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check || by reading through Mill Girls || Read through the script Mill Girls by Eliza Anderson || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Particpation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 ||  || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 ||  || Advanced Acting ||  ||   ||   ||   ||   ||   ||   ||   || Check on supplies Group stretch and new yoga positions and meditation || Attendance, Participation ||  || 1,2,3,4 ||   || Group stretch and new yoga positions and meditation || Attendance, Participation ||  || 1,2,3,4 ||   || Group stretch and new yoga positions and meditation || Attendance and Participation ||  || 1,2,3,4 ||   || Powerpoint requirements. Begin working on presentations. || Attendance and Participation || Computer Cart || 1,2,3,4 ||  || Group stretch and new yoga positions and meditation || Attendance and Participation ||  || 1,2,3,4 ||   || Participation, || Computer Cart || 1,2,3,4 ||  || Technique Presentations on Tues. || Participation, Attendance || Computer Cart || 1,2,3,4 ||  || Spatial movement exercise Create a movement monologue to a piece of music. Group Discussion Group Meditation || Participation, Attendance ||  || 1,2,3,4 ||   || Powerpoint presentations ||  || 1,2,3,4 ||   || Participation, Group technique ||  || 1,2,3,4 ||   ||
 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/7 || Syllabus review
 * 9/9 || Introduction to drafting tools and scaling || To teach the student artists how to read and utilize the Architectural scale and create an initial set of lines to base designs off of ||  || Lecture and practical work - drafting || Participation || Teacher lecture - guided instruction || 2,3 || Individual help with measurements. Individual work checked ||
 * 9/12 || Introduction to drafting tools and scaling
 * 9/13 || Read the play "The Moustache" aloud || Read the play "The Moustache" and apply the knowledge of stage design to the script ||  || Reading aloud and teacher led discussion || Participation || "The Moustache" by Davis Allienello || 2 ||   ||
 * 9/14 || Develop the initial sketch for the set of "The Moustache" || Apply the basic knowledge of set design to the script "The Moustache" in initial reactions || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work || Participation || "The Moustache" by Davis Allienello || 3,4 || Individual help with measurements and individual work check ||
 * 9/15 || Create the 1/4" = 1' scale drawing of the Stadium Theatre stage || Learn the proper measurements and drafting techniques for basic set design || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello || 3,4 || Individual help with measurements and individual work check ||
 * 9/16 || Create the 1/4" = 1' scale drawing of the Stadium Theatre stage
 * 9/19 || Create the 1/4" = 1' scale drawing of the Stadium Theatre stage || Learn the proper measurements and drafting techniques for basic set design || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello || 3,4 || Individual help with measurements and individual work check ||
 * 9/20 || Create a topographical set design for "The Mousctache" in scale on the plot for the Stadium Theatre || Learn and apply the proper measurements and drafting techniques for basic set design || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello || 3,4 || Individual help with measurements and individual work check ||
 * 9/21 || Create a topographical set design for "The Mousctache" in scale on the plot for the Stadium Theatre || Learn and apply the proper measurements and drafting techniques for basic set design || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello || 3,4 || Individual help with measurements and individual work check ||
 * 9/22 || Create a topographical set design for "The Mousctache" in scale on the plot for the Stadium Theatre || Learn and apply the proper measurements and drafting techniques for basic set design || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello || 3,4 || Individual help with measurements and individual work check ||
 * 9/23 || Create an elevation set design for "The Mousctache" in scale on the plot for the Stadium Theatre || Learn and apply the proper measurements and drafting techniques for basic set design || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello || 3,4 || Individual help with measurements and individual work check ||
 * 9/26 || Create a virtual 3d version of the set using Google SketchUp || Learn and apply the proper measurements and drafting techniques for basic set design then, using Google SketchUp, begin to create a 3D version of the set || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello
 * 9/27 || Create a virtual 3d version of the set using Google SketchUp || Learn and apply the proper measurements and drafting techniques for basic set design then, using Google SketchUp, begin to create a 3D version of the set || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello
 * 9/28 || Work on set color schemes || Lecture on Color theory and composition within a setting applied to sets || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello || 3,4 || individual work check ||
 * 9/29 || work on set color schemes || Color theory and composition applied to a set || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello || 3,4 || individual work check ||
 * 9/30 || Create a virtual 3d version of the set using Google SketchUp || Learn and apply the proper measurements and drafting techniques for basic set design then, using Google SketchUp, begin to create a 3D version of the set || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello
 * 10/3 || Create a virtual 3d version of the set using Google SketchUp || Learn and apply the proper measurements and drafting techniques for basic set design then, using Google SketchUp, begin to create a 3D version of the set || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello
 * 10/4 || Create a virtual 3d version of the set using Google SketchUp || Learn and apply the proper measurements and drafting techniques for basic set design then, using Google SketchUp, begin to create a 3D version of the set || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello
 * 10/5 || Create a virtual 3d version of the set using Google SketchUp || Learn and apply the proper measurements and drafting techniques for basic set design then, using Google SketchUp, begin to create a 3D version of the set || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello
 * 10/6 || Create a virtual 3d version of the set using Google SketchUp || Learn and apply the proper measurements and drafting techniques for basic set design then, using Google SketchUp, begin to create a 3D version of the set || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c - M(G&M)–10–5 - M(G&M)–10–6 || Individual work with Instructor Lecture || Participation || "The Moustache" by Davis Allienello
 * 10/7 || Finish Set design project and write reflection on Digication
 * 10/12 || Lecture on light || Discuss the properties of light as an item of physics and theatrical useage || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor Lecture
 * 10/13 || Lecture on Lighting || Discuss and lecture on the uses of light on the stage as it pertains to individual lighting instruments || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor Lecture
 * 10/14 || Lecture on Lighting || Begin to discuss and create the lighting for - "The Moustache" || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor Lecture
 * 10/17 || Develop lighting for "The Moustache" || Continue drawing the light plot for one scene of "the moustache'' || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor Lecture
 * 10/18 || Develop lighting for "The Moustache" || Continue drawing the light plot for one scene of "the moustache'' || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor Lecture
 * 10/19 || Stadium lab day || Use the Stadium Theatre as a lab to describe and see the effects of theatrical lighting on a stage and on people || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor Lecture
 * 10/20 || Using Lee Filter "swatchball" || Using the "swatchball program on Lee Filter's websitehttp://www.leefilters.com/lighting/products/colours/ || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor Lecture
 * 10/21 || Help reorganize the basement storage area for costumes and props ||  ||   || Individual work with Instructor Lecture || Participation ||   ||   ||   ||
 * 10/24 || Using Lee Filter "swatchball" || Using the "swatchball program on Lee Filter's websitehttp://www.leefilters.com/lighting/products/colours/ || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor Lecture
 * 10/25 || finish paperwork associated with the Lighting Design project || Students will assemble the remainder of the paperwork required for the lighting project:
 * 10/26 || finish paperwork associated with the Lighting Design project || Students will assemble the remainder of the paperwork required for the lighting project:
 * 10/27 || finish paperwork associated with the Lighting Design project || Students will assemble the remainder of the paperwork required for the lighting project:
 * 10/28 || Complete and hand in Lighting Design project || Students will assemble the remainder of the paperwork required for the lighting project:
 * 10/31 || Begin costume design class - Human anatomical proportion lesson || Using lecture and drawing at the white board, instructor will teach the class the proportions of drawing a basic human manequin. The reference material for sizes is derived from: Anatomy - a complete guide for artists by Sheppard || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and Anatomy - a complete guide for artists by Sheppard || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/1 || Continue setup for costume design from instructor lecture || Instructor will teach the class the proportions of drawing a basic human manequin from three angles. The reference material for sizes is derived from: Anatomy - a complete guide for artists by Sheppard || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and
 * 11/2 || Read through "The Ugly Duckling" by A.A. Milne || Students will read aloud the play "The Ugly Duckling" by A.A. Milne paying close attention to the characters in the story and how they relate to each other and the environment. Homework: re read with costumes for two specific characters in mind. || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Reading the script || Participation || Instructor lecture and commentary || DOK-2,DOK-3 ||  ||
 * 11/3 || Design two sets of costumes for "The Ugly Duckling" - one female and one male in period and one male and one female creative || Students will use A.A. Milne's "The Ugly Duckling" to devise a total of four costumes. Two characters in two different modes of dress. Students must research periods given by the instructor to create historically accurate costumes || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/4 || Design two sets of costumes for "The Ugly Duckling" - one female and one male in period and one male and one female creative || Students will use A.A. Milne's "The Ugly Duckling" to devise a total of four costumes. Two characters in two different modes of dress. Students must research periods given by the instructor to create historically accurate costumes || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/7 || Design two sets of costumes for "The Ugly Duckling" - one female and one male in period and one male and one female creative || Students will use A.A. Milne's "The Ugly Duckling" to devise a total of four costumes. Two characters in two different modes of dress. Students must research periods given by the instructor to create historically accurate costumes || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/9 || Design two sets of costumes for "The Ugly Duckling" - one female and one male in period and one male and one female creative || Students will use A.A. Milne's "The Ugly Duckling" to devise a total of four costumes. Two characters in two different modes of dress. Students must research periods given by the instructor to create historically accurate costumes || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/10 || Design two sets of costumes for "The Ugly Duckling" - one female and one male in period and one male and one female creative || Students will use A.A. Milne's "The Ugly Duckling" to devise a total of four costumes. Two characters in two different modes of dress. Students must research periods given by the instructor to create historically accurate costumes || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/11 || Design two sets of costumes for "The Ugly Duckling" - one female and one male in period and one male and one female creative || Students will use A.A. Milne's "The Ugly Duckling" to devise a total of four costumes. Two characters in two different modes of dress. Students must research periods given by the instructor to create historically accurate costumes || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/15 || Design two sets of costumes for "The Ugly Duckling" - one female and one male in period and one male and one female creative || Students will use A.A. Milne's "The Ugly Duckling" to devise a total of four costumes. Two characters in two different modes of dress. Students must research periods given by the instructor to create historically accurate costumes || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/16 || Design two sets of costumes for "The Ugly Duckling" - one female and one male in period and one male and one female creative || Students will use A.A. Milne's "The Ugly Duckling" to devise a total of four costumes. Two characters in two different modes of dress. Students must research periods given by the instructor to create historically accurate costumes || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/17 || Design two sets of costumes for "The Ugly Duckling" - one female and one male in period and one male and one female creative || Students will use A.A. Milne's "The Ugly Duckling" to devise a total of four costumes. Two characters in two different modes of dress. Students must research periods given by the instructor to create historically accurate costumes || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/18 || Design two sets of costumes for "The Ugly Duckling" - one female and one male in period and one male and one female creative || Students will use A.A. Milne's "The Ugly Duckling" to devise a total of four costumes. Two characters in two different modes of dress. Students must research periods given by the instructor to create historically accurate costumes and begin to assemble a portfolio of the designs || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/21 || Design two sets of costumes for "The Ugly Duckling" - one female and one male in period and one male and one female creative and place them in a portfolio || Students will use A.A. Milne's "The Ugly Duckling" to devise a total of four costumes. Two characters in two different modes of dress. Students must research periods given by the instructor to create historically accurate costumes and assemble a portfolio of the costumes || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/22 || Begin to learn Make up || Students will learn the basics of facial anatomy and how tho draw makeup designs and safety || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/23 || Expansion on makeup design - age || Students will continue to learn how to handle makeup design sketches || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/28 || Make up Design project || Students will continue to learn how to handle makeup design sketches || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/29 || Make up Design project || Students will continue to learn how to handle makeup design sketches || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 11/30 || Make up Design project || Students will continue to learn how to handle makeup design sketches || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 12/1 || Make up Design project || Students will continue to learn how to handle makeup design sketches || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 12/2 || Instructor Absent
 * 12/5 || Make up Design project || Students will continue to learn how to handle makeup design sketches || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 12/6 || Make up Design project || Students will continue to learn how to handle makeup design sketches || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 12/7 || Make up Design project || Students will continue to learn how to handle makeup design sketches || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 12/8 || Make up Design project || Students will continue to learn how to handle makeup design sketches || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 12/9 || Make up Design project Due || Students will continue to learn how to handle makeup design sketches || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 12/12 || Begin Final design project
 * 12/13 || Final Mill Girls jobs assigned and preliminary production meetings occur || Assign jobs for production teams and discuss roles involved in the project || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 12/14 || Designs begin || Begin to interpret the script as it applies to each student's job || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-2,DOK-3 || Individual help on the program and individual work check ||
 * 12/15 || Work on Final || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check ||
 * 12/16 || Work on Final || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check ||
 * 12/19 || Work on Final || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check ||
 * 12/20 || Work on Final || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check ||
 * 12/21 || Work on Final || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check ||
 * 12/22 || Work on Final || Students work as design teams to create the set, lighting, props, costumes for a production of Mill Girls || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 || Individual help on the program and individual work check ||
 * 12/23 || Watch Oliver! || For reference visually, students are watching the 1968 musical - Oliver! ||  ||   || Participation || Instructor lecture and commentary || DOK-2,DOK-3 ||   ||
 * 1/3 || Watch Oliver! || For reference visually, students are watching the 1968 musical - Oliver! ||  ||   || Participation || Instructor lecture and commentary || DOK-2,DOK-3 ||   ||
 * 1/4 || Work on Final || Using research found over the break at libraries and on the internet.
 * 1/5 || Work on Final || Using research found over the break at libraries and on the internet.
 * 1/6 || Work on Final || Using research found over the break at libraries and on the internet.
 * 1/9 || Work on Final || Using research found over the break at libraries and on the internet.
 * 1/10 || Work on Final || Using research found over the break at libraries and on the internet.
 * 1/11 || Work on Final || Using research found over the break at libraries and on the internet.
 * 1/12 || Work on Final || Using research found over the break at libraries and on the internet.
 * 1/13 || Work on Final || Using research found over the break at libraries and on the internet.
 * 1/17 || Work on Final || Using research found over the break at libraries and on the internet.
 * 1/18 || Work on Final || Using research found over the break at libraries and on the internet.
 * 1/19 || Work on Final || Using research found over the break at libraries and on the internet.
 * 1/20 || Work on Final Power Point || Collapsing the information and designs from the previous six weeks, the students will work in their production teams to create a "sales pitch" for their designs to be chosen by the director || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 ||  ||
 * 1/23 || Work on Final Power Point || Collapsing the information and designs from the previous six weeks, the students will work in their production teams to create a "sales pitch" for their designs to be chosen by the director || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 ||  ||
 * 1/24 || Work on Final Power Point || Collapsing the information and designs from the previous six weeks, the students will work in their production teams to create a "sales pitch" for their designs to be chosen by the director || T1 (9-12) 1d – T1 (9-12) 2a – T1 (9-12) 3b –T2 (9-12) 1d, 1f – T3 (9-12) 1a –T4 (9-12) 1c || Individual work with Instructor Lecture || Participation || Instructor lecture and commentary || DOK-3,DOK-4 ||  ||
 * 1/25 || Presentations of Final Power Points || Presentations of PPTs ||  ||   || Participation ||   || DOK-3,DOK-4 ||   ||
 * 2nd Semester
 * 2nd Semester
 * 1/31/12 || Introduction to Class ||  ||   || Review Course Syllabus and Expectations ||   ||   ||   ||   ||
 * 2/1/12 || Movement || Student's begin to become aware of their bodies, by practicing yoga and meditation. || T 1 (9-12)-1 c || Collect syllabi
 * 2/2/12 || Movement || Student's begin to become aware of their bodies, by practicing yoga and meditation. || T 1 (9-12)-1 c || Check on supplies
 * 2/3/12 || Movement || Student's begin to become aware of their bodies, by practicing yoga and meditation || T 1 (9-12)-1 c || Check on supplies
 * 2/6 || Powerpoint Movement Technique Project || Student's discover new movement techniques and how they can benefit the actor. || T 1 (9-12)-1 c || Students are broken up into groups of two.
 * 2/7 || Yoga and Movement || Student's begin to become aware of their bodies, by practicing yoga and meditation || T 1 (9-12)-1 c || Check on supplies
 * 2/8 || Powerpoint Movement Technique Project || Student's discover new movement techniques and how they can benefit the actor. || T 1 (9-12)-1 c || Powerpoint presentations || Attendance,
 * 2/9 || Yoga and Movement || Student's begin to become aware of their bodies, by practicing yoga and meditation || T 1 (9-12)-1 c || Check on supplies Group stretch and new yoga positions and meditation || Attendance, and Participation ||  || 1,2,3,4 ||   ||
 * 2/10 || Powerpoint Movement Technique Project/Final Project Day || Student's discover new movement techniques and how they can benefit the actor. || T 1 (9-12)-1 c || Powerpoint presentation
 * 2/13 || Observation Spatial Awareness || Student's continue to build body awareness through movement exercises. || T 1 (9-12)-1 c || Group stretch
 * 2/14 || Power Point presentations. || Students share their findings on their assigned movement techniques. || T 1 (9-12)-1 c || Presentations || Attendance, Participation,
 * 2/15 || Technique Presentions || Students share their movement research with the other students and then make comparisons to work that they have done on stage in the past. || T 1 (9-12)-1 c || Presentations || Attendance,
 * 2/16 || Technique Presentions || Students share their movement research with the other students and then make comparisons to work that they have done on stage in the past. || T 1 (9-12)-1 c || Presentations || Attendance, Participation, Group techniques ||  || 1,2,3,4 ||   ||
 * 2/17 || Improvisation and Movement || Students perform in movement improv. || T 1 (9-12)-1 c || Improv Games || Participation and Attendance ||  || 1,2,3,4 ||   ||