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Dr. Winston Tucker, Principal

1015 Snelling Ave S, Saint Paul, MN 55116

651-293-8940 Fax 293-8939 | Get Directions

Principal/School Name

360 Colborne Street, Saint Paul, MN, 55102

651-767-8100 | Get Directions

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Ms. Berger

Phone:

Email: bonnie.berger@spps.org

Degrees and Certifications:

M.A., Dance Education, New York University B.A., Anthropology, Vassar College Lic. Dance & Theatre K-12

Ms. Berger

Ms. Bonnie Berger is thrilled to be starting her first year at Highland Park Senior High! Ms. Berger is passionate about culture, dance, theatre, and learning through the Arts. She was born, raised and K-12 educated in the Twin Cities but choose to venture Eastward for college, graduate school...and a life on the stage. After graduating from college Ms. Berger moved to New York City to pursue her passion for dance and theatre. This eventurally lead to graduate school to study Dance Education. She has taught in public schools in Minneapolis, Tucson and here in St. Paul. Ms. Berger has also taught in private dance studios/programs and at Northern Arizona University. Ms. Berger still loves to be actively involved in the dance and theatre scene in the Twin Cities and Statewide. On her days off you may find her taking an improvisation class, teaching Pilates or spending time with her adorable, seven-year old son, Ben. 

My Schedule:

4th Period: Acting, Room: The Auditorium

5th Period: Study Hall: Auditorium

6th Period: Prep

7th Period: Dance, Room: 1314

 

February 2nd, 2017: ACTING

Goal: Students will begin to practice warm-ups.

A:   Review Discussion: What are the rules of Improvisaton?

N: Body focused Warm-ups and Exercises to increase your Acting Skills

A: Physical Warm Ups/ Using the Body to Show Emotion Environment/ Using the Body to Show Emotion/ Using the Body to tell a Story/Using the body to show character

 G: Pair and share on focusing on the Body for Acting

 

https://www.theatrefolk.com/freebies/acting-with-the-body.pdf

 

 

February 2nd2017: DANCE

Goal: Students will be able to come up with a definition for DANCE in their own words

A:   What are the names of your classmates? Dancing Name Game

N:    Definition of the Art of Dance

A:    What is Dance Presentation and Discussion and Journal Entry #1, Why I dance and my favorite kind of dancing is.....

G:   Exit Ticket: Define Dance in your own terms

 

 

 

Introduction to Theatre

P405111, IB MYP Grades 9 – 12

Bonnie Berger

Highland Park Senior High, Rm. Theater

(651) 744-1937, bonnie.berger@spps.org, office: 1329

 

I.               Course Summary

Prerequisites: None

Materials needed: One notebook (for this class only), a folder and writing utensil

This class is designed to help students discover the power of their artistic imagination through a variety of theatre-based activities. Creating safe space and group collaboration is at the foundation of all the work. Students are introduced to improvisation, script work, character development, playwriting and a variety of skills that enhance creativity, self-esteem and cultural awareness. Students use this knowledge to solve problems, communicate meaning and define their own personal creative voice. Throughout the term students will perform for family members and students, and the class culminates in a comprehensive performance.

 

II.             Units of Study

 

Exploration

  • self-awareness: Mind/Body/Voice
  • creating ensemble
  • observation journals
  • physical and vocal exercises
  • acting terms
  • stage terms and acting areas

Movement for the Actor

  • movement techniques
  • mime
  • body
  • conditioning for the actor

Voice

  • breathing techniques
  • sound production
  • language as sound
  • vocal anatomy

Improvisation

  • listening
  • characterization
  • rehearsal and performance techniques

Storytelling

  • examples of storytellers
  • purposes in human cultures
  • individual students select a story to tell/read aloud
  • groups select one story and create a pantomime with narration

Characterization

  • creating and developing a character
  • embodying a character
  • staying in character


 

Monologues

  • analyzing
  • memorization
  • performance

Scene Work

  • analyzing
  • memorization
  • rehearsal expectation
  • performance

Playwriting

  • silencing your inner critique
  • finding your voice
  • creating characters and drama

Stage Terms & Safety

  • actor/crew mutual respect
  • vocabulary (e.g. baton, electrics, apron, counterweight system)
  • types of stages and spaces (e.g. proscenium, thrust, arena, black box)
  • scene shop terms and safety
  • costuming and makeup terms and safety
  • electrical terms and safety
  • design areas: scenery & props, costumes & makeup, lighting, sound
  • elements of design: line, shape, color, form, texture, space

 

 

III.       Standards and IB DP Assessments

 

                   MYP Levels     limited (1–2), adequate (3–4), substantial (5–6), excellent (7–8)

 

State Standards

 

MYP Criteria

Strand I: Artistic Foundations

9.1.1.4.1 Analyze how the elements, including plot, theme, character, language, sound and spectacle are combined to communicate meaning in the creation of, performance of, or response to theater.

9.1.1.4.3 Analyze how the characteristics of Western and non-Western styles, such as Kabuki, Noh, Theater of the Absurd or classical contribute to the creation of, performance of or response to theater.

9.1.3.4.1 Analyze how a work of theater influences and is influenced by the personal, social, cultural and historical contexts, including the contributions of Minnesota American Indian tribes and communities.

Criteria A: Knowing and understanding

i. demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-specific terminology

ii. demonstrate an understanding of the role of the art form in original or displaced contexts

iii. use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

Strand II: Create or Make

9.2.1.4.1 Create a single, complex work or multiple works in theater such as a script, character or design.

9.2.1.4.2 Revise a creation based on artistic intent and using multiple sources of critique and feedback.

9.2.1.4.3 Justify an artistic statement, including how audience and occasion affect artistic choices.

Criteria B: Developing skills

i. demonstrate the acquisition and development of the skills and techniques of the art form studied

ii. demonstrate the application of skills and techniques to create, perform and/or present art.

Strand III: Perform or Present

9.3.1.4.1 Direct, act in, or execute the design of a single, complex work or multiple works in theater. 9.3.1.4.2 Revise performance or presentation based on artistic intent and using multiple sources of critique and feedback.

Criteria C: Thinking creatively                 

i. develop a feasible, clear, imaginative and coherent artistic intention

ii. demonstrate a range and depth of creative-thinking behaviors

iii. demonstrate the exploration of ideas to shape artistic intention through to a point of realization.

Strand IV: Artistic Process: Respond or Critique

9.4.1.4.1 Analyze, interpret and evaluate a variety of works in theater by applying self-selected criteria within the traditions of the art form.

Criteria D: Responding

i. construct meaning and transfer learning to new settings

ii. create an artistic response which intends to reflect or impact on the world around them

iii. critique the artwork of self and others.

 

  1. Text/Resources

Introduction to Theatre Arts by Suzi Zimmerman, Improvisation for the Theater by Viola Spolin, Acting One by Robert Cohen, Additional Online Resources

 

  1. Methods of Assessment  
  • Formative Assessments (30% of overall grade) take place frequently and should prepare students for summative

assessments. Examples are improvisational exercises, quick writes, quizzes, and a lot of informal teacher and peer feedback.

  • Summative Assessments (70% of overall grade) take place less frequently and demonstrate levels of learning based on MYP Criteria. Examples are students finished scene-work, monologues, storytelling project, journal reflection, and artist statements. Assessments are scored using a combination of district wide and MYP/DP criterion and rubrics.

 

IB MYP rubrics use an 8-point international scale, excellent (7–8), substantial (5–6), adequate (3–4), limited (1–2).   When assessments will be counted toward students’ grades in class, they will be converted to a standard A, B, C, D scale and point values will appear in the parent portal. In the parent portal: M = missing, and work may still be submitted late for reduced points, 0 = work was not submitted and the time for completion has passed, but future assignments will allow students to demonstrate mastery of the required standards/criteria.

 

Please see the “Highland Park Senior High School Grading Policy” that is posted on all department websites for further information including the Grading Scale, Make Up Work, Late Work, and Academic Integrity.

 

  1. Homework Expectations

Please allow for 2-7 hours of home study a week, depending on the current unit/project as well as your work ethic and efficiency during class time.  

 

VII. Classwork Expectations

Students are expected to use class time efficiently and effectively. Upon entering the room, students should read the board for directions and begin as directed, silently. Please keep in mind that you are sharing a learning opportunity with your peers – when you waste class time, you are wasting everybody’s time.

 

VIII. Expectations for Class Conduct

Be safe and respectful of teachers, peers, materials and the classroom space. Take risks with your work.

 

 

 

 

“Of course we all come to the theatre with baggage. The baggage of our daily lives, the baggage of our problems, the baggage of our tragedies, the baggage of being tired. It doesn't matter what age you are. But if our hearts get opened and released -- well that is what theatre can do, and does sometimes, and everyone is thankful when that happens.”

 

-VANESSA REDGRAVE

MYP Theatre/Dance Course Syllabus Signature Sheet         please return this full sheet to Ms. Berger

 

Student’s Printed Name   First________________       Last____________________

 

Circle:   Dance            Intro to Acting             Musical Theatre Production

 

 

*Reminder students should bring their own notebook and folder to class each day

 

By signing this paper, I show that I have read and/or discussed this course syllabus/outline. My student will have exposure to visual, audio and/or written subject matter that may contain adult language and topics, but nothing beyond what you would experience in a public theatre/dance performance or watching PBS or BBC.

  1. Student Signature and Date ________________________________________   _________
  2. Parent/Guardian Signature and Date __________________________________   _________

 

  1. Any student interests or issues that you would like me to be aware of?

 

 

 

 

 

 

 

 

Is your contact information Correct? please go to highlandsr.spps.org/student_parent_portal.html or call the school 651-293-8940

 

 

Please email or call if you have any questions, bonnie.berger@spps.org

 

-----------------------------------------------------------------------------------------------------------------

 

 

_________________________________________   Date: _________

   (Ms. Bonnie Berger’s Signature)

 

 

 

 

Beginning/Intermediate

Dance

P403111/P403131 IB MYP Dance, Beginning Grades 9 – 12

Bonnie Berger

Highland Park Senior High, Rm. Dance Room

(651) 744-1937, bonnie.berger@spps.org, office: 1329

 

 

I.               Course Summary

Prerequisite: None


Materials required: Clothes for changing plus one notebook, folder and writing utensil.

 

The course is constructed so that all students are given opportunities to study a variety of world dance traditions through exposure to physical practice and observation as well as written investigation. Examining dance from both familiar and unfamiliar cultures and/or traditions develops comparative thinking skills and deepens understanding of one’s own culture(s) as well as those of others. The class will be composed of technique classes, reading and writing projects about the history and nature of dance, and composition of dance pieces in different styles. Students do not need formal dance training, but have to be open to learning new dance forms and traditions.

II.             Units of Study

Introduction,

  • Community Building, Classroom Expectations
  • What is Dance?
  • Kinesthetic Awareness

Dance Conditioning, Anatomy and Health

  • Methods of Conditioning
  • Basic Anatomy for Dance
  • Wellness for Dancers

Elements of Dance

  • Body, Action, Space, Time, Energy

Improvisational Strategies

  • A.S.T.E.
  • Text as inspiration

Choreographic Principles

  • Dance Phrase Structure
  • Contrast and Development
  • Repetition, Sequencing, Transition
  • Variety, Unity, Canon, Theme and Variation

Cultural Dance Forms

  • India
  • African
  • Latin

Modern Dance Techniques

  • Horton, Dunham
  • Limon, Cunningham

Jazz Dance Styles

  • Fosse
  • Modern
  • Latin

American Social Dance & the History of Jazz Dance

  • Cakewalk
  • Charleston

           Ballet Technique and History

  • Styles of Ballet

 

 

III.       Standards and IB DP Assessments

 

                   MYP Levels     limited (1–2), adequate (3–4), substantial (5–6), excellent (7–8)

 

State Standards

 

MYP Criteria

Strand I: Artistic Foundations

 

9.1.2.1.1 Synthesize control, coordination, balance, body alignment, musicality and expressive qualities through movement replication and improvisation in more than one dance tradition. 9.1.2.1.2 Select technology for purposes of research, feedback, documentation, choreography and production.

Standard 3: Demonstrate understanding of the personal, social, cultural and historical

contexts that influence the arts areas.

9.1.3.1.1 Analyze how a work in dance influences or is influenced by the personal, social, cultural and historical contexts, including the contributions of Minnesota American Indian tribes and communities.
9.1.3.1.2 Synthesize and express an individual view of the meanings and functions of dance such as dance as art, ritual, cultural expressions, entertainment, spectacle and its social contexts.

Criteria A: Knowing and understanding

i. demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-specific terminology

ii. demonstrate an understanding of the role of the art form in original or displaced contexts

iii. use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

Strand II: Artistic Process: Create or Make

9.2.1.1.1 Rehearse and perform solo and ensemble work that demonstrates technical, artistic and performance skills such as alignment, spatial use, musicality, dynamic range and expressivity.
9.2.1.1.2 Revise a performance based on artistic intent and using multiple sources of critique and feedback.
9.2.1.1.3 Justify artistic intent, including how audience and occasion influence performance choices.

 

Criteria B: Developing skills

i. demonstrate the acquisition and development of the skills and techniques of the art form studied

ii. demonstrate the application of skills and techniques to create, perform and/or present art.

Strand III: Artistic Process: Perform or Present

Standard 1: Perform or present in a variety of contexts in the arts area using the artistic

foundations.

9.2.1.1.1 Rehearse and perform solo and ensemble work that demonstrates technical, artistic and performance skills such as alignment, spatial use, musicality, dynamic range and expressivity.
9.2.1.1.2 Revise a performance based on artistic intent and using multiple sources of critique and feedback.
9.2.1.1.3 Justify artistic intent, including how audience and occasion influence performance choices.

 

Criteria C: Thinking creatively                 

i. develop a feasible, clear, imaginative and coherent artistic intention

ii. demonstrate a range and depth of creative-thinking behaviors

iii. demonstrate the exploration of ideas to shape artistic intention through to a point of realization.

Strand IV: Artistic Process: Respond or Critique

9.4.1.1.1 Analyze, interpret and evaluate dance works and performances using self-selected criteria within the traditions of the art form.
9.4.1.1.2 Justify choices of self-selected criteria based on knowledge of how criteria affects criticism.

Criteria D: Responding

i. construct meaning and transfer learning to new settings

ii. create an artistic response which intends to reflect or impact on the world around them

iii. critique the artwork of self and others.

 

 

 

 

  1. Text/Resources

A Sense of Dance by Constance A. Schrader, Choreography by Minton, , Additional Online Resources

 

  1. Methods of Assessment  
  • Formative Assessments (30% of overall grade) take place frequently and should prepare students for summative

assessments. Examples are improvisational exercises, quick writes, quizzes, and a lot of informal teacher and peer feedback.

  • Summative Assessments (70% of overall grade) take place less frequently and demonstrate levels of learning based on MYP Criteria. Examples are students finished scene-work, monologues, storytelling project, journal reflection, and artist statements. Assessments are scored using a combination of district wide and MYP/DP criterion and rubrics.

 

IB MYP rubrics use an 8-point international scale, excellent (7–8), substantial (5–6), adequate (3–4), limited (1–2).   When assessments will be counted toward students’ grades in class, they will be converted to a standard A, B, C, D scale and point values will appear in the parent portal. In the parent portal: M = missing, and work may still be submitted late for reduced points, 0 = work was not submitted and the time for completion has passed, but future assignments will allow students to demonstrate mastery of the required standards/criteria.

 

Please see the “Highland Park Senior High School Grading Policy” that is posted on all department websites for further information including the Grading Scale, Make Up Work, Late Work, and Academic Integrity.

 

  1. Homework Expectations

Please allow for 2-7 hours of home study a week, depending on the current unit/project as well as your work ethic and efficiency during class time.  

 

VII. Classwork Expectations

I expect class time to be used efficiently and effectively. Upon entering the room, students should read the board for directions, and quietly begin as directed. Please keep in mind that you are sharing a learning opportunity with your peers – when you waste class time, you are wasting everybody’s time.

 

VIII. Expectations for Class Conduct

Students are expected to be safe and respectful of teachers, peers, materials and the classroom space. On days that we will be dancing/moving (Mondays, Wednesdays and Fridays) you are required to dress out and be in the classroom, ready to go, three minutes after the bell rings. Wearing dangly jewelry, chewing gum or leaving long hair unsecured could lead to injury to you or a classmate. So plan accordingly. No gum, food or drink (other than bottled water) will be allowed in the dance room.

 

 

 

 

 

“To dance is to be out of yourself. Larger, more beautiful, more powerful. This is power, it is glory on earth and it is yours for the taking”

 

Agnes De Mille

 

 

 

 

 


 

MYP Dance/Theatre Course Syllabus Signature Sheet         please return this full sheet to Ms. Berger

 

Student’s Printed Name   First________________       Last____________________

 

Circle:   Dance            Intro to Acting             Musical Theatre Production

 

 

*Reminder students should bring their own notebook and folder to class each day

 

By signing this paper, I show that I have read and/or discussed this course syllabus/outline. My student will have exposure to visual, audio and/or written subject matter that may contain adult language and topics, but nothing beyond what you would experience in a public theatre/dance performance or watching PBS or BBC.

  1. Student Signature and Date ________________________________________   _________
  2. Parent/Guardian Signature and Date __________________________________   _________

 

  1. Any student interests or issues that you would like me to be aware of?

 

 

 

 

 

 

 

 

 

 

_________________________________________   Date: _________

 

 

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