At the turn of the 18th century, audience were ready to go …
At the turn of the 18th century, audience were ready to go over the top, and get some really, really dramatic theater in their lives. Like, a dog dueling a man type of dramatic. In London, only two theaters were licensed, but entertainment entrepreneurs figured out that musical entertainments weren't subject to the same restrictions. So, incidental music was invented, and the melodrama was born. And then switched with another infant. And later tied to train tracks, but rescued at the last minute. And so forth.
This collection uses primary sources to explore the early history of Rock …
This collection uses primary sources to explore the early history of Rock and Roll music. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
In which Mike delves into the theater of ancient Rome. It wasn't …
In which Mike delves into the theater of ancient Rome. It wasn't all gladiators and Christian-killing, you know. There was theater, too. Roman drama drew heavily on Greek drama. So heavily, in fact, that many of the stories and characters were lifted directly from Greek plays. This time around, you'll learn about Plautus, Terence, and Seneca, and just what they owe to Menander.
Watch cast members from the National Theater's production of Romeo and Juliet …
Watch cast members from the National Theater's production of Romeo and Juliet attempt to summarize the play in 60-seconds! Use this video as a challenge to students to create their own version that covers the plot of the play in one minute.
This resource was created by , in collaboration with Lynn Bowder, as …
This resource was created by , in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.
Everyone knows, you need a bunch of rules to make good theater. …
Everyone knows, you need a bunch of rules to make good theater. That's what the French thought in the 17th century, anyway. The French Neoclassical revival had a BUNCH of French playwrights following a bunch of rules. Unsurprisingly, some of the most interesting plays of the era broke those rules. Today, we'll talk about the rules, and we'll talk about Racine (who followed them), and Corneille (who was not so much a rules guy).
Short Description: This is a series of 3 lessons based on an …
Short Description: This is a series of 3 lessons based on an interview with actor, director, and writer Veniamin Smekhov. The topics of the lessons are: The Taganka Theater, Vladimir Vysotsky, and Censorship.
Long Description: This is a series of 3 lessons based on an interview with actor, director, and writer Veniamin Smekhov. The topics of the lessons are: The Taganka Theater, Vladimir Vysotsky, and Censorship.
Lesson authors: Shannon Donnally Quinn, Victoria Thorstensson, Benjamin Rifkin, Dianna Murphy
New version created by: Shannon Donnally Quinn with help from Lidia Gault and Isabella Palange
Cover photo by Dmitry Ruzov – http://ruzovdmitry.livejournal.com/208077.html, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=69108888
Word Count: 5670
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
This resource was created by Sandy Pearson, in collaboration with Dawn DeTurk, …
This resource was created by Sandy Pearson, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.
Through a sequence of activities using songs, creative movement, and picture books, …
Through a sequence of activities using songs, creative movement, and picture books, students will learn about each others’ similarities and differences, gain an appreciation for cultural diversity, and identify ways that various social and cultural groups bring new ideas to society.
This unit, developed by Northshore School District in Washington, contains four days …
This unit, developed by Northshore School District in Washington, contains four days of lessons where students engage with music from a variety of cultures and analyze how emotions are communicated through different styles of music. Students will make connections between showing emotions with their words, their bodies and with instruments and will perform instruments as an ensemble to communicate different emotions.
Learn how classroom teachers, artists and arts organizations are using the arts …
Learn how classroom teachers, artists and arts organizations are using the arts to teach social and emotional learning (SEL). Social and emotional learning gives students strategies on how to manage their emotions and how to collaborate and empathize with others. These are important skills that help students succeed at school, work, and life. SEL can be incorporated into any subject matter and any grade level, but incorporating the arts can be an especially effective way to learn and practice SEL.
Synopsis: A salmon hatches from its egg, making the perilous journey downstream into …
Synopsis: A salmon hatches from its egg, making the perilous journey downstream into the ocean and adulthood. Along the way, they find courage and purpose in a sometimes scary world. Themes: Salmonid ecology, cooperation, emotional well-being, self-regulation
This resource was created by Jason Smith, in collaboration with Lynn Bowder, …
This resource was created by Jason Smith, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.
This course is a survey of developments in Western musical style, 1815-1915. …
This course is a survey of developments in Western musical style, 1815-1915. Students will study works by 35 composers, including the romantics: Schubert, Chopin, and Schumann; the post-romantics: Wagner, Verdi, and Brahms; the turn-of-the-centurians: Mahler, Debussy, and Ravel; and the Americans: Gottschalk, Beach, and Joplin. Score-reading ability is beneficial.
This resource was created by Michelle Kuhlman, in collaboration with Dawn DeTurk, …
This resource was created by Michelle Kuhlman, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.
This resource was created by Peggy Nelson, in collaboration with Dawn DeTurk, …
This resource was created by Peggy Nelson, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.
This learning resource introduces the concept of script scoring, a technique that …
This learning resource introduces the concept of script scoring, a technique that involves analyzing dialogue and stage directions to identify "beats" - moments of shift in a character's objective, emotion, or focus within a scene.
This learning resource is a script that shows how to use dialogue …
This learning resource is a script that shows how to use dialogue to express complex emotions and character relationships, helping theatre students create genuine and engaging interactions on stage.
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