Aviation Theater Syllabus 2025-26 

Raisbeck Aviation High School 

Dana Carmichael, PhD  | Dana.Carmichael@g.highlineschools.org | 206-631-7274

 

Description of Course  

Aviation Theater is a one-semester course designed to build and develop the essential concepts and skills in the performing arts to excel in and outside of school. Throughout the course, students will learn to evaluate a range of performance material culminating in an original performance. Students will learn to interpret complex roles, construct and support a chosen storyline arch around classic themes. Activities will also include learning to express their ideas  formally and informally orally and in writing. Additionally, this course also includes connections to STEM and aviation as well as 21st century skills, including teamwork, risk taking, and collaborative projects. Students passing this course will earn .5 fine arts credit, which is 25% of the graduation requirement in the state of Washington. 

 

 Course Objectives 

Throughout the course students–alone and with others–will develop the following essential skills.The course will:

• introduce students to the fundamentals of theater modalities and purposes of performing art through various mediums,
• foster an appreciation for aviation and its impact on society through performance,
• encourage creative thinking and self-expression through aviation-themed art projects,
• promote interdisciplinary learning by connecting performing  arts and aviation concepts,
• setting goals and reflecting deeply on one’s  feelings associated with becoming a performer.

 

9th-12th Grade – Aviation Theater Overview

Essential Standards

ANCHOR 1 -  CREATING                                         e n v i s i o n , c o n c e p t u a l i z e

Anchor Standard 1:  Generate and conceptualize artistic ideas and work. 

Performance Standard (TH:Cr1.1.I) a. Apply basic research to construct ideas about the visual composition of a drama/theatre work. b. Explore the impact of technology on design choices in a drama/theatre work. c. Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work. 

Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry. 

Essential Question: What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry?

ANCHOR 2 - CREATING                                                                                    d e v e l o p

Anchor Standard 2: Organize and develop artistic ideas and work. 

Performance Standard (TH:Cr2.1.I) a. Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work. b. Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work. 

Enduring Understanding: Theatre artists work to discover different ways of communicating meaning. 

Essential Question: How, when, and why do theatre artists' choices change? 

ANCHOR 3 -  CREATING                                                                                           rehearse

Anchor Standard 3 Refine and complete artistic work.

Performance Standard (TH:Cr3.1.I) a. Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions. b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work. 

Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal. 

Essential Question: How do theatre artists transform and edit their initial ideas? 

ANCHOR 4 -  PERFORMING                                                                                      select

ANCHOR 4 -  P E R F O R M I N G -  s e l e c t

Anchor Standard 4 Select, analyze, and interpret artistic work for presentation. 

Performance Standard (TH:Pr4.1.I) a. Examine how character relationships assist in telling the story of a drama/theatre work. b. Shape character choices using given circumstances in a drama/theatre work.

Enduring Understanding: Theatre artists make strong choices to effectively convey meaning. 

Essential Question: Why are strong choices essential to interpreting a drama or theatre piece?  

 

ANCHOR 5 -  PERFORMING                                                                                      Prepare

Anchor Standard 5 Develop and re fine artistic techniques and work for presentation. 

Performance Standard (TH:Pr5.1.I) a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance. b. Use researched technical elements to increase the impact of design for a drama/theatre production.

Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design. 

Essential Question: What can I do to fully prepare a performance or technical design? 

 

ANCHOR 6 -  PERFORMING                                                                             share, present

Anchor Standard 6 Convey meaning through the presentation of artistic work. 

Performance Standard (TH:Pr6.1.I) a. Perform a scripted drama/theatre work for a specific audience. 

Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience. 

Essential Question: What happens when theatre artists and audiences share a creative experience?

ANCHOR 7 -  RESPONDING                                                                                     Reflect

Anchor Standard 7 Perceive and analyze artistic work. 

Performance Standard (TH:Re7.1.I) a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices. 

Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences. 

Essential Question: How do theatre artists comprehend the essence of drama processes and theatre experiences?

 

ANCHOR 8 -  RESPONDING                                                                                     Interpret

Anchor Standard 8 Interpret intent and meaning in artistic work. 

Performance Standard (TH:Re8.1.I) a. Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works. b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work. c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work. 

Enduring Understanding: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics. 

Essential Question: How can the same work of art communicate different messages to different people?  

 

ANCHOR 9 -  RESPONDING                                                                               Evaluate

Anchor Standard 9 Apply criteria to evaluate artistic work.

Performance Standard (TH:Re9.1.I) a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines. b. Consider the aesthetics of the production elements in a drama/theatre work. c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specific purpose or intended audience. 

Enduring Understanding: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work. 

Essential Question: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis? 

 

ANCHOR 10 -  CONNECTING                                                                                 Empathize

Anchor Standard 10 Synthesize and relate knowledge and personal experiences to make art. 

Performance Standard (TH:Cn10.1.I) a. Investigate how cultural perspectives, community ideas, and personal beliefs impact a drama/theatre work. 

Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work. 

Essential Question: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?  

 

ANCHOR 11.1 -  CONNECTING                                                                               Interrelate

Anchor Standard 11 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. 

Performance Standard (TH:Cn11.1.I) a. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work. 

Enduring Understanding: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood. 

Essential Question: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work? 

 

ANCHOR 11.2 -  CONNECTING                                                                            research

Anchor Standard 11 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. 

Performance Standard (TH:Cn11.2.I) a. Research how other theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods. 

Enduring Understanding: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work. 

Essential Question: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?

Washington State Leadership and 21st Century  Skills

Scope and Sequence of Units, Themes or Topics 

When reviewing the standards for each unit, students should know that bolded assignments will be graded and put into synergy. Those not in bold are taught during the lessons.

• Unit 1: Flying Blind - Exploring Improv and other performance techniques
• Unit 2: Flight Data Analysis - Analyzing Performance and The Power of Story -

• Unit 3: Angle of Attack: Writing and creating one-act plays

• Unit 4: Take Off: Putting together the final production 

Required Materials

• Pen/Pencils  – Preferably different colors for editing
• Composition Notebook for reflection
• Folder for handouts  
• Planner to record assignments and key dates
• Access to Canvas for online submissions 
• Courage and persistence

 

Student Classroom Expectations 

Students are expected to …

1. Be successful learners, because they have what it takes to do well.
2. Do their best and be their best.
3. Learn from mistakes and move forward.
4. Encourage and support each other in order to build a learning community.
5. Work with everyone, in a way that promotes exploration and risk-taking because that’s how people learn best.

 

I am committed to …

1. Knowing students well and supporting their strengths and needs.
2. Encouraging student growth and pushing their continued progress.
3. Supporting the learning process, not just the product.
4. Creating an environment where students are safe to take risks and learn from each other.
5. Respecting students and offering community materials and supplies as long as they are used respectfully.

Students are expected to fully engage in our learning community and complete all assignments as part of individual and collective learning. Please contact me if you need additional time to complete work or need support to engage in our learning community. If you struggle to complete work and engage in our learning community, I will schedule a meeting with your family to discuss concerns and identify ways to support your learning.  

Notes about Eating in Class: RAHS classrooms are a place for learning! Many students have allergies or sensitivities to different sounds and smells. RAHS provides ample lunchtime for students to eat outside of the classroom. Therefore, lunches must be consumed during the lunch period only. This also applies to students who go off campus to get lunch or order lunch delivery. Any food items purchased off campus (pick up or delivery), must be consumed prior to the end of lunch, or they are to be left in the front office until after school. If you find that you missed lunch due to a club meeting or other requirement, communicate with me and consume your food in the lunchroom before returning to class. If you get breakfast in the mornings, you should also finish eating prior to the start of class. Other snacks may be allowed in the classroom if OK’d by the teacher and only when it is not near computers or in a lab setting. Water is always OK.   

Carmichael’s Routines, Rituals and Rules

Classroom Organization

• Learning targets,  focus standards and the agenda are posted on the whiteboard each day.
• Standards and rubrics  are identified by color and posted around the room. 
• Periods are color coded; theater is purple
• Each period gets its own shelf; theater’s is the corner by the closet

Learning Resources

• Canvas includes work both by week on the quarterly calendar and by unit in the modules. Note that when assignments are highlighted, they go in Synergy.
• Tech status is written on the whiteboard and indicates what technology students should use at a given time, Daily agenda and jobs will be posted on the whiteboard.
• Vocab, literary elements, and student work will be posted on the wall. 

Daily Routines

• Class will start and end on time. Please be ready to go each day. This includes setting up the room and putting it back together.
• Read the daily agenda posted on Canvas. Get materials out.
• Ask permission before leaving the classroom. If you are leaving for longer than three minutes, use the notebook by the door to sign out. When you return, sign back in.

Class Values

• Community, collaboration and mutual respect!
• Commitment to learning and academic rigor.
• Accountability – including time management during work time and doing assignments.
• Risk taking, especially as ‘starworth’ behavior!
• Student safety!
• Fun and creativity!

Standards-Based Learning

We’re working in a standards-based system, and we know that some students learn differently than others. There is no deduction for late work or reassessment when completed within the parameters outlined below. 

• Formative assessments are required because they help students practice skills and give them feedback on their learning before the summative assessment. The most recent scores of formative or summative assessments are used to calculate grades. Formative assessments completed early in the semester provide students with feedback on their learning and targets on how to score higher and improve their grade.
• Continued learning is necessary and always encouraged when students do not yet show proficiency in a standard. I will always share when a standard is being reassessed (or not). Before requesting a reassessment, students should be sure they can demonstrate they’ve gained NEW learning since the last summative assessment. 

Standards-Based Grading (Learn more: highlineschools.org/grading)

Grades are a reflection of student learning and communicate to the student and family, their progress towards mastery of content skills. Student work is scored on rubrics for the content standards we are learning. Students demonstrate learning through assignments, activities and assessments. In the gradebook, these are described as:

• Formative assessments are entered in Synergy to show progress and growth in proficiency of learning targets. These assessments:
• do not count towards the student's overall grade as they are a marker of learning growth and should be used as a tool for reflection on personal progress, strengths, and opportunities for growth, 
• are important to complete as they are conducive to the learning process, and
• will not include reassessment opportunities.
• Once a formative assessment has been locked on Canvas, it may not be turned in.
• Students may schedule time to get extra help with material!
• Summative assessments are the final assignment of a standard (s) and will count towards the student's overall grade.
• These may be reassessed up to two weeks after grade and feedback are given back to students. More details are in the next section.
• These may not be reassessed if any formatives are missing.
• Reassessment will be a different assessment but same format and content.
• Once a summative assessment has been locked on Canvas, it may not be turned in.
• Google Documents Assignment Naming: Please follow this naming format when naming Google Documents:
• Lastname_First name_period #_Assignment Name
• E.g: Stevens_Maria_p6_WhoAmIBecoming

Grading and Reassessment Policy and Late Work and Missing Work

In order to best serve students, with an understanding that we learn differently from one another, our team has agreed:

• As previously stated, students must start the reassessment process within two weeks from receiving the summative assessment back with feedback.
• In order for students to reassess and ensure they will improve on the reassessment, all formative assessments for that standard must have been completed. 

Deadlines: Meeting deadlines is a way for students to demonstrate responsibility. We know that there could be a variety of reasons when students are unable to meet a deadline. If this happens, please note the following:

• Students must communicate through email to the teacher PRIOR to the due date.
• The email must provide an explanation of why the extension is necessary and a plan to make up for the missing work. 
• All designated work must be completed within the quarter and at least one  week before the end of the semester unless special permission has been given.

Grades

In StudentVue and ParentVue, the most recent scores for essential standards are averaged and generate a letter grade based on this scale:

Grade	Average	Description
A	4.0-3.2	Students are meeting most standards and exceeding some.
B	3.19-2.4	Students are meeting most standards and may be approaching or exceeding some.
C	2.39-1.6	Students are approaching most standards and may be beginning or meeting on some.
D	1.59-1.2	Students are beginning on most standards and may be approaching some.
NC	1.19-0.00	Students have not yet demonstrated learning on most standards and may be beginning in some. In high school, the NC does not earn credit for a course.
P	Pass	The P grade is used in Advisory and indicates participation in advisory activities.

 

Important Note: All assignments and assessments not accessible to me at the time of grading shall receive a zero for missing work, including live links that do not allow teacher access.

 

Academic Honesty Policy 

We take academic honesty seriously. Students are expected to maintain the highest levels of integrity. It is important that we can assess what they know and can do independently so that I can accurately support student learning. Here are guidelines that ensure that students are upholding academic honesty:

• Do your own work: Do not copy or plagiarize someone else's work, including text, images or ideas. All students should strive to produce original work that represents their own thoughts and ideas.

• Give credit: If students use a source such as a book, article, website or generative AI, they must give appropriate credit. Include a citation that clearly identifies the source of the information. This includes citing any AI used to complete the assignment.
• Borderline cases: If I suspect a student has copied another student’s work or used AI to complete an assignment or assessment when permission has not been given, the student should expect a 1-1 conversation with direct questions from their work, including but not limited to defining specific vocabulary, describing punctuation usage and explaining specific evidence. If the student is unable to respond to the questions, he/she/they will not receive credit for the assignment. See pages 7-9 for more information. 
• Consequences:  Failure to uphold academic honesty will be addressed and corrected, including but not limited to re-doing the assignment, failing an assessment and having a family conference. Academic honesty ensures students are learning and growing in the most effective way possible.  

District Key Dates for 2025-26 the School Year

S1 Quarter 1	S1 Quarter 2	S2 Quarter 3	S2 Quarter 4
9/3/25 - 10/31/25	11/4/25 - 1/29/2026	2/2/26-4/3/26	4/13/26-6/17/26
No School 10/10/25 (F) 11/3/25 (M)	No School 11/11/25 (Tues.) 11/26-28 (W-F) 12/22/25-1/2/26, Winter Break 1/19/26 (M) 1/30/26 (F)	No School 2/13-16/26   3/13/26 (F) 4/6-10/26, Spring Break	No School 5/25-26/26, Memorial Weekend, unless 5/26 is needed for a snow day.

 

Our Promise: Stand for Every Student 

Highline Public Schools, and RAHS are committed to ensuring every member of our community feels safe and supported regardless of disability, race, creed, color, sex, sexual orientation, gender identity or expression, national origin, immigration/citizenship status, religion, ancestry, family compositions, or physical characteristics.  

 

Non-Discrimination Statement 

Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate in admission, access, treatment, or employment in education programs or hiring practices on the basis of race, creed, religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. This holds true for all students who are interested in participating in educational programs and/or extracurricular activities. Highline Public Schools also provides equal access to the Boy Scouts and other designated youth groups. 

Generative AI Usage

Currently Highline School District is developing new policies and guidelines for teachers and students. Until these become official, here are guidelines based on Washington State:

ARTIFICIAL INTELLIGENCE is a rapidly-advancing set of technologies for capturing data to detect patterns and automate decisions. Artificial Intelligence (AI) has become an increasingly important part of our lives, and it is essential for students to understand when and how to use it effectively and ethically. AI tools can enhance classroom learning, and their implementation should be guided with proper training, ethical considerations, and responsible oversight. When utilizing generative AI tools to create or support the creation of texts or creative works, students are expected to adhere to these guidelines, the Student AI Code of Conduct, and any additional guidance provided by their classroom teacher.  A. Purpose Student access to generative Artificial Intelligence tools for the following purposes: Ensuring all students have equitable access to leverage these technologies, regardless of what learning technology devices may be available to them.  Providing all students with an opportunity to engage in current technologies in a learning environment, to better prepare them for the world they will live and work in.  Extending the benefits of these tools to the workplace, where appropriate, to leverage efficiencies and productivity.  B. Appropriate Use Artificial Intelligence technologies should be used to support and extend student learning and workplace productivity in an open and transparent way. Highline School District is currently outlining policies and procedures designed to ensure a safe online presence to support and extend student learning and workplace productivity.   C. Inappropriate Use The following are prohibited uses of Artificial Intelligence:  Any use of Artificial Intelligence which does not align with expectations outlined by a classroom instructor or building administrator. It is ultimately the teacher’s responsibility to determine the appropriate level of use of Artificial Intelligence in each classroom, and for each assignment or project.  Use of Artificial Intelligence to complete an assignment in a way that represents the assignment as one’s own work.  Use of Artificial Intelligence to purposefully create misinformation or to misrepresent others for the purpose of harming or bullying groups or individuals.  Use of Artificial Intelligence with confidential student or staff personal information.  D. Violating these Guidelines In the event that these guidelines are not followed, schools will be following their normal disciplinary procedures regarding disruptive or inappropriate behavior. Consequences may include discipline outlined in the RAHS handbook, as well as restrictions placed on a student or staff member’s use of generative Artificial Intelligence.

Adapted from the following source:

Washington Office of Superintendent of Public Education. (2024, July 1). Implementing AI: A Practical Guide for the Classroom. Human-Centered Artificial Intelligence in Schools. https://ospi.k12.wa.us/sites/default/files/2024-06/ai-guidance_classroom-considerations.pdf, page 10.

Carmichael’s Classroom Generative AI Policy

• Generative AI programs are tools for assistance. They are not a substitute for your own critical thinking and understanding of the subject matter. 

• Do not use generative AI software, including but not limited to Grammarly or Chat GPT, for any assignments or assessments unless the teacher has given explicit permission. This is particularly important for assignments that assess student writing.
• All work is subject to a verbal review with the teacher. In short, If I suspect a student has used AI to generate an assignment or assessment when permission has not been given, the student should expect a 1-1 conversation with direct questions from their work, including but not limited to defining specific vocabulary, describing punctuation usage and explaining specific evidence. If the student is unable to respond to the questions, he/she/they will not receive credit for the assignment. This is also explained in the section on Academic Honesty under “Borderline Cases” on page 7.

• Students should assume all papers will be run through AI detection software. If the report indicates that more 10% is plagiarized or AI generated, the student should expect a 1-1 conversation, elaborated above. If the student can not adequately describe their work, I will assume AI was utilized as a replacement for your learning, and the consequences will be subject to the teacher’s discretion, (see “Consequences” on page 7 for examples).

• Using generative AI to create content is a form of plagiarism, and the academic dishonesty policy applies. Possible consequences may include contacting parents, receiving no credit for the work, losing executive club positions or loss of membership in National Honor Society, if applicable. 

RAHS School-Wide Cell Phone Policy 

• Cell phones must be silenced and put away during all class times. Teachers may require phones to be placed in a pocket chart or basket or put away in your backpack. 

• Students may not wear headphones or earbuds of any type during class time, even if covered by hair or headscarves. 

• Headphones may not be worn during “quiet time” in class, during independent work or while working as a class TA, unless the teacher has given explicit permission. 

• Cell phones or other digital devices may not be used during bathroom breaks. 

• Students may use phones and/or headphones only before and after school, between classes and during lunch, or with the express permission of their teacher for a school related activity. 

• Students will always be able to call home from the office if needed.