(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre Arts IV (one credit), Theatre Production IV (one-half to one credit), Playwriting II, Directing II, International Baccalaureate (IB) Theatre, Standard Level (SL), and IB Theatre, Higher Level (HL) (one credit per course). The prerequisite for IB Theatre SL and IB Theatre HL is one credit of any Theatre, Level III course. The prerequisite for all other Theatre, Level IV courses is one credit of Theatre, Level III in the corresponding discipline.
(b) 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) Through diverse forms of storytelling and production, students will exercise and develop creativity, intellectual curiosity, critical thinking, problem solving, and collaborative skills. Participation and evaluation in a variety of theatrical experiences will afford students opportunities to develop an understanding of self and their role in the world.
  (4) 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.
(c) 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) create and demonstrate theatre preparation and warm-up techniques;
    (B) devise and model stage movement;
    (C) model proper techniques such as diction, inflection, and projection in the use of effective voice;
    (D) compare the structure of theatre to that of film, television, and other media;
    (E) evaluate theatrical conventions of various cultural and historical periods;
    (F) evaluate the interdependence of all theatrical elements; and
    (G) develop and model memorization skills.
  (2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:
    (A) model safe, appropriate techniques to allow for physical, vocal, and emotional expression;
    (B) demonstrate creativity as it relates to self and ensemble and its effect on audience;
    (C) analyze and interpret characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions;
    (D) interpret scripted scenes of various styles to portray believable characters; and
    (E) create individually or devise collaboratively imaginative scripts and scenarios.
  (3) Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:
    (A) experiment with the technical elements of theatre safely and effectively in improvisation or scripted scenes or plays;
    (B) analyze and evaluate dramatic texts and direct brief scenes;
    (C) demonstrate understanding of a director's responsibility to the author's intent, script, actors, designers, technicians, and audience;
    (D) analyze production plans that include research, rehearsal plans, technical designs, and blocking;
    (E) demonstrate leadership by casting and directing a long scene or a short play, producing a unified theatrical production; and
    (F) apply expertise in one or more areas of theatre production, demonstrating responsibility, artistic discipline, and creative problem solving.
  (4) Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:
    (A) evaluate historical and cultural influences on theatre;
    (B) analyze ways in which theatre, television, and film play a role in our daily lives and influence our values and behaviors;
    (C) employ and evaluate the impact of live theatre, film, television, and other media in contemporary society;
    (D) research the influences of world drama and theatre and identify key figures, works, and trends in dramatic literature;
    (E) research the influences of the multicultural heritage of drama and theatre in the United States and identify key figures, works, and trends in dramatic literature; and
    (F) identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology or electronic media.
  (5) Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:
    (A) evaluate and practice appropriate audience behavior at various types of performances;
    (B) defend theatre as an art form and value self as a creative being;
    (C) apply evaluation concepts to performances, and compare and contrast literary and dramatic criticism of theatre, film, television, or other media;
    (D) compare and contrast the elements and communication methods of theatre, film, music, art, dance, or other media in a specific culture or historical period;
    (E) evaluate selected career and avocational opportunities such as theatre education, arts administration, performance, design, management, playwriting, and dramatic criticism in theatre, film, television, and other media and analyze the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;
    (F) employ technology such as portfolios, research projects, and journals to communicate and present findings in a clear and coherent manner;
    (G) appraise personal theatre skills and experiences to opportunities in higher education and careers outside of the theatre; and
    (H) create a personal resume or portfolio of theatrical experience.

Source Note: The provisions of this §117.318 adopted to be effective July 28, 2013, 38 TexReg 4575