Welcome to our TRIBE!

Welcome to Our Tribe Full Quote

We are a TRIBE!

A tribe is a group of people with strong common traits or interests.  A tribe can be a large family.  A tribe is linked by social with a common culture and dialect, typically having a recognized leader.

SRMS Theatre is a TRIBE!

We establish a support system for one another as we learn.  We gain understanding of other people, other cultures, and especially of ourselves.  Through creating theatre we gain empathy.  Through theatre we begin to understand and make sense of the challenges, problems, and conflicts we all face.  The purpose of theatre is to open dialogues among people, define problems, offer solutions, give hope where the situation is hopeless, and celebrate humanity’s drive to understand the world and our own existence.  Through learning all this we become like a large family who support, nurture, care for, and love one another.

Welcome to our TRIBE!

TRIBE Rules & Expectations:

  • The Golden Rule – RESPECT Treat others as you would like to be treated.

RESPECT includes the emotional and physical treatment of self, others, and property.  This also includes thinking the best of others – always assume good will.

  • The Shakespeare Rule – INTEGRITY “To thine own self be true, and it must follow, as the night the day, thou   canst not be false to any man.” – Shakespeare

INTEGRITY includes honesty and doing one’s best and what is right, even when no one is watching.

  • The Boy Scout Rule – PREPARATION Be Prepared!

Being PREPARED includes numerous positive behaviors like being prompt, having the correct materials, engaged, focused, on task, and eager to learn.

  • The Star Trek Rule – EXPLORE “Boldly go where no one has gone before.”

To LEARN is to DISCOVER!  Don’t be afraid to take risks or make mistakes in class.

  • Be Awesome and SMILE! You are already awesome, so be YOURSELF!

Smile – it increases your face value!  Smiling may not be required during some acting exercises (just before and after).

“I CAN” Statements

CREATE

I can conceptualize, generate, develop, and organize artistic ideas and work.

I can complete and refine theatre works.

  • Standards’ I Can Statement
  1. I can develop imagination to create artistic ideas and work.
  2. I can read and analyze a play for its technical requirements, identifying parts in the script that require addition of a technical element.
  3. I can use form and structure to create a scene or play with a beginning, middle, and end that includes full character development, believable dialogue, and logical plot outcomes.
  4. I can define roles, identify responsibilities, and participate in group decision making.
  5. I can explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
  6. I can create and sustain a believable character throughout a scripted or improvised scene.
  7. I can recognize that participating in the rehearsal process is necessary to refine and revise.
  8. I can imagine and explore multiple perspectives and solutions to staging problems in a drama/theatre work.

PERFORM

I can analyze, interpret, and select artistic work for performance.

I can develop techniques and concepts to refine artistic work and express meaning through the presentation of drama/theatre works.

  • Standards’ I Can Statements
  1. I can interpret the character, setting, and essential events in a story or script that make up the dramatic structure in a drama/theatre work, and consider various and unique choices to enhance the story in a drama/theatre work.
  2. I can perform as a productive and responsible member of an acting ensemble in both rehearsal and performance situations.
  3. I can observe, listen, and respond in character to other actors throughout a scripted or improvised scene.
  4. I can communicate meaning using the body through space, shape, energy, and gesture.
  5. I can communicate meaning using the voice through volume, pitch, tone, rate, and clarity.
  6. I can use imagination to inform artistic choices.
  7. I can identify appropriate stage properties and technical elements for a given production.
  8. I can identify and use appropriate vocabulary to describe kinds of stage spaces, stage directions, areas of the stage, and basic blocking techniques.
  9. I can perform a variety of dramatic works for peers or invited audiences.

RESPOND

I can perceive and analyze artistic work and process.

  • Standards’I Can Statements
  1. I can describe and demonstrate audience skills of observing attentively and responding appropriately in classroom presentations, rehearsals, and live performance settings.
  2. I can justify responses based on personal experiences when participating in or observing a drama/theatre work.
  3. I can formulate a deeper understanding and appreciation of a drama/theatre work by considering its specific purpose or intended audience.
  4. I can demonstrate the ability to receive and act upon coaching, feedback, and constructive criticism.
  5. I can examine a drama/theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
  6. I can describe and analyze how artists make choices based on personal experiences in a drama/theatre work.
  7. I can identify and explain why artistic choices are made in a drama/theatre work.

CONNECT

I  can synthesize and relate knowledge from personal and collaborative experience to make and receive art.  

I can  relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

  • Standards’ I Can Statements
  1. I can examine a community issue through multiple perspectives in a drama/theatre work.
  2. I can research how other theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods.
  3. I can examine contemporary social, cultural, or global issues through different forms of drama/theatre work.

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