Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS
Subchapter B - MIDDLE SCHOOL, ADOPTED 2013
Section 117.212 - Theatre, Middle School 2, Adopted 2013
Universal Citation: 19 TX Admin Code ยง 117.212
Current through Reg. 49, No. 38; September 20, 2024
(a) Introduction.
(1) The fine arts incorporate the study of
dance, music, theatre, and the visual arts to offer unique experiences and
empower students to explore realities, relationships, and ideas. These
disciplines engage and motivate all students through active learning, critical
thinking, and innovative problem solving. The fine arts develop cognitive
functioning and increase student academic achievement, higher-order thinking,
communication, and collaboration skills, making the fine arts applicable to
college readiness, career opportunities, workplace environments, social skills,
and everyday life. Students develop aesthetic and cultural awareness through
exploration, leading to creative expression. Creativity, encouraged through the
study of the fine arts, is essential to nurture and develop the whole
child.
(2) Four basic
strands--foundations: inquiry and understanding; creative expression;
historical and cultural relevance; and critical evaluation and
response--provide broad, unifying structures for organizing knowledge and
skills students are expected to acquire. Through the foundations: inquiry and
understanding strand, students develop a perception of self, human
relationships, and the world using elements of drama and conventions of
theatre. Through the creative expression strand, students communicate in a
dramatic form, engage in artistic thinking, build positive self-concepts,
relate interpersonally, and integrate knowledge with other content areas in a
relevant manner. Through the historical and cultural relevance strand, students
increase their understanding of heritage and traditions in theatre and the
diversity of world cultures as expressed in theatre. Through the critical
evaluation and response strand, students engage in inquiry and dialogue, accept
constructive criticism, revise personal views to promote creative and critical
thinking, and develop the ability to appreciate and evaluate live
theatre.
(3) Statements that
contain the word "including" reference content that must be mastered, while
those containing the phrase "such as" are intended as possible illustrative
examples.
(b) Knowledge and skills.
(1) Foundations: inquiry and
understanding. The student develops concepts about self, human relationships,
and the environment using elements of drama and conventions of theatre. The
student is expected to:
(A) explore
characterization using sensory and emotional recall;
(B) develop and apply theatre preparation and
warm-up techniques;
(C) create
expressive and rhythmic movements;
(D) develop an increased understanding of the
mechanisms of vocal production;
(E)
demonstrate knowledge of theatrical vocabulary and terminology; and
(F) analyze and evaluate the structure and
form of dramatic literature.
(2) Creative expression: performance. The
student interprets characters using the voice and body expressively and creates
dramatizations. The student is expected to:
(A) demonstrate safe use of the voice and
body;
(B) define characters by what
they do, what they say, and what others say about them;
(C) select movements and dialogue to portray
a character appropriately;
(D)
create stories collaboratively and individually that have dramatic
structure;
(E) apply knowledge of
effective voice and diction techniques to express thoughts and
feelings;
(F) compare and contrast
dramatic performances to life; and
(G) create improvised scenes that include
setting, character, and plot.
(3) Creative expression: production. The
student applies design, directing, and theatre production concepts and skills.
The student is expected to:
(A) determine
specific technical elements to provide a safe setting and to support character
and action in improvised and scripted scenes;
(B) create theatrical elements such as
scenery, properties, lighting, sound, costume, makeup, and publicity
appropriate to specific performances;
(C) define the role of the director;
and
(D) use technology in
theatrical applications such as live theatre, video, and film.
(4) Historical and cultural
relevance. The student relates theatre to history, society, and culture. The
student is expected to:
(A) demonstrate
knowledge of theatre as a reflection of life in particular times, places, and
cultures;
(B) explore the relevance
and influence of theatre heritage and dramatic texts on the student's daily
life; and
(C) explore the roles of
theatre, film, television, and electronic media such as key developments,
figures, and works on American society.
(5) Critical evaluation and response. The
student responds to and evaluates theatre and theatrical performances. The
student is expected to:
(A) understand and
demonstrate appropriate audience etiquette at various types of
performances;
(B) evaluate the
effectiveness of selected film and television performances;
(C) demonstrate knowledge of production
elements in theatre, film, television, and other media; and
(D) explore career and vocational
opportunities in theatre.
Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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