Westmont High School Drama

Course Syllabus 2015 / 2016

I: Beginning Drama

INSTRUCTOR: Mr. Jeff Bengford ROOM: Drama Room 6

EMAIL: bengford@sbcglobal.net
PHONE: (408) 626-3406, press 0 and ask for Mr. Bengford
WEBSITE: www.WestmontDrama.com

COURSE DESCRIPTION
This year-long, activity-oriented course is designed to introduce students to the art of the actor while building upon the
students Creativity, Critical Thinking, Communication, Collaboration & College and Career Readiness.

COURSE OBJECTIVES

To study basic principals of acting & character analysis

To explore the use of objectives, obstacles, & choices
To learn about theatre etiquette, the audition process and basic stage & rehearsal terms

CONTENT STANDARDS
Drama I fulfills the California State Standards for the Visual & Performing Arts as well as the Visual & Performing Arts requirements for graduation from WHS and entrance to the UC/CSU system.

OVERVIEW OF COURSE WORK

Fall Semester:
1st Six Weeks TOPIC: Mime & Media / PROJECTS: Theatre Games, Etiquette, Vocabulary, Mime, Media Report
Student Outcomes: By creating and participating in Theatre, students use observation skills as they understand that the audience is an integral part of the art form.
2nd Six Weeks TOPIC: Comedy / PROJECTS: Characterization, Lip Sync, Mime Workshop, Scenes
Student Outcomes: Students break down a complex observation. Students become aware of the medias influence on their life
3rd Six Weeks

TOPIC: Tragedy / PROJECTS: Theatre History Project (including scene work), Monologue Project

Student Outcomes: Students understand how history & Theatre affect our culture while they gain skills in creative expression.

Spring Semester:
1st Six Weeks TOPIC: Collaboration / PROJECTS: One Act Play Research Project
Student Outcomes: Students use their power of Critical Assessment
2nd Six Weeks TOPIC: Rehearsal Process / PROJECTS: One Acts, Mirror to Life Play Report, Playwriting Project
Student Outcomes: Students understand how Theatre can represent an aspect of a persons culture.
3rd Six Weeks TOPIC: Production / PROJECTS: One Acts, Career Report, Resume, Pitch Project
Student Outcomes: Students make career connections while exercising life skills including: time management, financial budgeting, and collaboration.

Check WestmontDrama.com for the most current dates

GRADING POLICY
The grade a student receives in this course is determined by the following weighted percentages:
Participation 40% (see rubric below)
This class is interactive. The more each student puts into the class, the more we will all get out of it.
Students earn points for:
positive cooperation in class activities
willingness to try, ask questions, and volunteer.

Students lose points for:

disruptive or disrespectful behavior
being unprepared

PARTICIPATION GRADING RUBRIC

A = Exceedingly high quality and original work.
Takes initiative and contributes beyond what is required.
B = Consistently good and interesting.
Participates often in class.

C = Satisfactory and complete. Shows interest in class.

D = Minimum effort. Seldom responds in class.
F = Unacceptable work. Rarely responsive.
0 = No work. Tries to be invisible.

Assignments 40%
Written work is graded on the clarity of the work (ex: blocking in a script); format, grammar, spelling, and mechanics count.
Tests and quizzes are occasionally given to evaluate the students understanding of Theatre Vocabulary.
Students are never graded on "talent." A performance rubric is used to grade performances. (see attached)
Students will: participate in daily exercises, theatre games, projects and workshops.
choose, rehearse and present a scene in the fall and a One Act play in the spring.
create a scene book for each of the above
present a monologue each semester
complete a Theater Research Project (oral report + assigned scene perf. + individual response paper)
participate in the annual One Act Play Festival:
after-school rehearsals: 2:30-5:00 May 10 & 12
Performances: May 11, 12, 13, 14
ONE ACTS: Each class selects their own plays and student directors.
Any rehearsal or performance missed will reduce the students semester grade by one-third.
Students are required to attend all performances of the One Act Festival whether they are performing or not.
One Act Play directors are responsible for the technical needs and clean up of their plays.

Critiques 10%
Students must write two Critiques per semester. One Critique MUST be on the school play presented during that semester
and the other must be on a show produced by a professional company, community theatre, high school or college. Shows
produced by a childrens theatre or a church are not acceptable. (See the attached outline to help you write a Critique.)
NOTE: The instructor is available to help students find cost effective ways to see shows.
If a student does not write the minimum 2 critiques that are required, they can not receive an A.
Extra credit and hours work toward filling in every other part of the student's grades except critiques.

Service Hours 10%.

Students must work on a Westmont show in some way or another for a minimum of 10 hours. These hours are in lieu of
traditional homework. Students are responsible for updating their Time Card online at: www.WestmontDrama.com
(10 = A, 9 = B+, 8 = B, 7 = B-, 6 = C+, 5 = C, 4 = C-, 3 = D+, 2 = D, 1 = D-)

REQUIRED MATERIALS
A.
B.
C.
D.

Books / plays / materials checked out to you

College-ruled binder paper
Black or Blue Pen(s)
3 ring binder with sleeves to keep your work in

ATTENDANCE
Attendance is mandatory and promptness is expected at all times. Your grade will suffer for each absence.
Tardies effect the students overall class grade.
When absent the parent, guardian or student should contact the instructor as soon as possible.
Students absent for school activities are expected to submit their work on time or before the work is due.
Work loses a potential grade every day the work is late. (A work submitted 1 day late = B work)

MISSED PERFORMANCES
Students who miss a performance will miss performance points in Assignments and Participation. To make up those
points, students must create their own performance to make up for the one I arranged for them. The performance
must be equal to the amount of time they would have been on stage in the performance they missed, they must find
and rehearse their own performance, they must find their own performance space and audience, and finally, they
must record the performance to document that it happened. Once I have reviewed the recording, I give them the
grade they deserve.

CLASSROOM RULES
Show Respect
Respect each other, respect the work, respect the process, respect the director(s).
Be sensitive to the ideas, opinions and property of others.
Do not use profanity, name calling, or physical abuse.

Be here.
You must be here for class, in class and after-school rehearsals & evening performances. Roles are subject to be recast if you are absent.

Be ready.
Be warmed up, be memorized, be professional.
Late work is accepted for a lower grade.

Clean Up.
Keep the stage and the drama room clean No food, drinks, or gum. Throw smelly trash away outside.

A Special Note:
Keep your ipods, cell phones & make-up out of the classroom. If used, these items will be confiscated. You are now warned.

CLASSROOM EXECTATIONS
Collaboration: Theatre is the most collaborative of all art forms. Our class is an artistic community, dependent on the
participation and enthusiasm of each member for the success of the whole.
Dress Code: Comfortable, loose-fitting clothing should be worn at all times. No revealing or assaulting clothing is permitted.
Outside Work: Though there is time set aside in class to work on your performance pieces, you must work on your material
outside of class in order to be completely successful in this course.
Scene / Monologue Selections: Students will be required to seek out new material to work on each semester. Scenes &
monologues must be from published works. I own a few plays and I am willing to help you find material if you ask.

The theater building and all the spaces in which we share our love of theatre
are extensions of the classroom and thus, all school rules are applicable.
ACADEMIC CODE OF CONDUCT
All students are expected to adhere to the guidelines of the Westmont High School Academic Code of Conduct.
Do your own work. Any text from another source must have quotation marks placed around it and be followed by a
parenthetical source citation. Any form of plagiarism or cheating will result in an immediate "F" and referral to the dean.

Everyday is an Audition
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CUHSD Theatre Arts Performance Rubric

Name___________________ Per _____ Date_________ Title__________
(used to score individual student performances; a separate rubric will be completed for each performer)

Characterization

Acting Choices
(Beats,
Objectives,
Obstacles,
Tactics)
Movement

Memorization

Vocal
Characterization

Commitment

Synergy

Excellent
A

Proficient
B

Basic
C

Below Basic
D

Stayed entirely in
character, making
believable, clearly
motivated choices.

Stayed in
character. Choices
and motivation
were sometimes
not believable or
clear.
The actor made
some choices to
achieve their
objective(s).

Broke character.
Choices were not
believable nor
clear.

Did not create nor

maintain a
believable
character.

The actors
choices were
often unclear.

The actor made no

clear choices.

The actor made

clear choices to
achieve their
objective(s).
Mulitple actions
were clearly
expressed using
arms, hands, legs
and torso. Smooth
and appropriate
blocking.
Fully memorized
Build, Delivery,
Inflection, Pacing,
Pitch, Projection,
Resonance,
Rhythm, Tempo,
Timing, Volume
The actor
committed to
staying in
character
throughout the
entire
performance.
The actors
developed a
strong, clear
relationship.

Some actions were

clearly expressed
using arms, hands,
legs and torso.
Smooth blocking.

Attempted to
express actions,
but movements
were unclear.
Choppy or
stagnant
blocking.
Mostly memorized Mostly
(no more than 2
memorized (3-4
line errors)
line errors)
Build, Delivery,
Build, Delivery,
Inflection, Pacing, Inflection, Pacing,
Pitch, Projection,
Pitch, Projection,
Resonance,
Resonance,
Rhythm, Tempo,
Rhythm, Tempo,
Timing, Volume
Timing, Volume
The actor
The actor
committed to
committed to
staying in character staying in
throughout most of character
the performance.
throughout some
of the
performance.
The actors
The actors
developed a clear
developed a
relationship.
somewhat clear
relationship.
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Little to no action
nor blocking.

Used a script
onstage
Build, Delivery,
Inflection, Pacing,
Pitch, Projection,
Resonance,
Rhythm, Tempo,
Timing, Volume
The actor did not
commit to staying
in character
throughout most
of the
performance.
The actors did not
develop a clear
relationship.

Theatre Critiques
A Critique is a formal, written discussion
of a performance of a play or musical.
The Critique should contain five paragraphs.
Use MLA Format for your heading and margins.

Two Critiques are required per semester

Short Paragraph 1 - The Basics
Introduce the name of the play, author, place of performance, date of performance, and director.
In a few sentences talk about the basic theme of the play and discuss the general plot.

Paragraphs 2 & 3 - The Acting

React to two of the performers in the play. Be sure to use their names.
Were they believable: true to the play, the production, the theatrical conditions?
The following items should be discussed in your review.
You should respond with more than yes or no answers.
VOICE: How did the actor use their volume, tempo, vocal quality, articulation?
BODY: How did the actor use gestures, movement, and stage business?
EMOTIONS: Were the emotions true to the character?
FACIAL EXPRESSIONS: How did the actor use their face?
PROJECTION: How did the actor project orally and visually to the audience?

Paragraph 4 - The Design

The following items should be discussed in your review.
You should respond with more than yes or no answers.
SET: Did the set establish the correct mood and background for the play?
LIGHTS: Did the lighting convey the proper mood, emphasis, and illumination?
COSTUMES & MAKE UP: Were the costumes and makeup true to the period and characters?
SOUND: How did the sound effects and music contribute to the show's mood?

Short Paragraph 5 - Your Reaction

What was your opinion of the play?
Avoid generic phrases like: two thumbs up or 3 out of 5 stars

DO:
1. Back up all your opinions with valid reasons.
2. Be objective, fair and constructive. Indicate good points along with those you felt needed improvement.
3. Be sincere. Believe what you say.
4. Use MLA Format for your heading and margins.
5. Attach a program for the performance you saw (unless you saw the show with me as a field trip)

DON'T:
1. Don't be overly critical. Approach a performance with an attitude of enjoying it.
2. Don't be arrogant. Be humble, kind, and remember the challenges of doing live theatre.

A Format for Writing Theatre Reviews

Created by Jeff Bengford
Paragraph When
#1
What
Where
Plot

On Thursday, June 11
I saw an original musical called
Tiger Stripes written by Doug Soucha
presented by TheatreWorks
at the Mountain View Center for the
Performing Arts.
This brilliant new work is about
(the italicized words above are appropriate for
Tiger Stripes but you should choose your own
words for the show you are evaluating)

Paragraph Who
#2

During the show, I very much enjoyed

the performance of
Actors name
Character they played
Discuss the use of their tools Voice,
Body, Facial Expressions
Give examples

Paragraph Who else

#3

I also would like to discuss the

performance of
Actors name
Character they played
Discuss the use of their tools Voice,
Body, Facial Expressions
Give examples

Paragraph Wow!
#4

In addition to the fine work of (actors

names) I was also impressed with the
technical aspects of the show.
Discuss the sets, lights, costumes,
props

Paragraph Wrap it Up
#5

I enjoyed this production and

Make sure YOUR words are appropriate for the show YOU saw
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