PD Course
Introduction to Stage Management Part One
Created by Karen Loftus
In this course, instructor Karen Loftus explores the responsibilities of a stage manager. You'll learn exercises that will help you demonstrate those responsibilities and the necessary skills of a stage manager to your students. You'll learn how to train your students to serve as stage managers for your school’s productions.
The course takes you through what a stage manager does prior to rehearsal and throughout the rehearsal and performance process to have a smooth-running backstage. It includes learning about the paperwork required, including prompt scripts, rehearsal preparations, notating blocking, and a stage manager’s kit and checklist to wrap it all together.
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1Lesson 1What is Stage Management?6:21 FREE PREVIEWIn this lesson you’ll learn a working definition of stage management that will guide the rest of the lessons. You’ll also learn the benefits of having student Stage Managers in your program.
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2Lesson 2Paperwork & Prompt Script11:55 LockedPaperwork, paperwork, paperwork! This lesson will explain the various types of paperwork a Stage Manager creates, why they’re necessary, and how they’re used. Each form is explained and examples are provided.
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3Lesson 3Preparing for Rehearsal14:34 LockedPreparing for rehearsal includes communication with the cast and setting up the rehearsal space. In this lesson you’ll learn about ways your Stage Managers can gather information and be as prepared as possible for rehearsals.
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4Lesson 4Rehearsal Responsibilities9:32 LockedIn lesson 4 you’ll learn about the Stage Manager’s responsibilities during rehearsal including starting and ending on time, taking notes, and being on book.
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5Lesson 5Blocking & Tracking12:25 LockedThis lesson focuses primarily on how a Stage Manager notates blocking and tracks items that are using in a show. You’ll learn one specific blocking notation technique and you’ll receive examples of various types of preset, running, and shift sheets.
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6Lesson 6Outside Rehearsal and Challenges12:15 LockedStage Managers can have responsibilities outside of rehearsal as well including costume fittings and publicity events. In this lesson you’ll learn how your Stage Managers can be a part of these events and how you can set up your student Stage Managers for success overall.
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7Lesson 7The Final Checklist5:19 LockedIn our final lesson, we’ll recap all that we’ve learned throughout the course.
Standards Addressed
Synthesize and relate knowledge and personal experiences to make art - Grade HS Advanced
Develop and refine artistic techniques and work for presentation - Grade 6
Organize and develop artistic ideas and work - Grade 7
Organize and develop artistic ideas and work - Grade 8
Organize and develop artistic ideas and work - Grade HS Proficient
Convey meaning through the presentation of artistic work - Grade 7
Convey meaning through the presentation of artistic work - Grade HS Advanced
Adv.TH:Cn10 Synthesize and relate knowledge and personal experiences to make art.
6.TH:Pr5 Develop and refine artistic techniques and work for presentation.
7.TH:Cr2 Organize and develop artistic ideas and work.
8.TH:Cr2 Organize and develop artistic ideas and work.
Prof.TH:Cr2 Organize and develop artistic ideas and work.
7.TH:Pr6 Convey meaning through the presentation of artistic work.
Adv.TH:Pr6 Convey meaning through the presentation of artistic work.
Sixth Grade
Seventh Grade
High School - Fundamental Pathway
High School - Professional Pathway
- DT.H3.1.3.a Students Can: Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.
- DT.H3.2.4.a Students Can: Present a drama/theatre production for a specific audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturg.
Reading: Literature
- CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Reading: Informational Text
- CCSS.ELA-LITERACY.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-LITERACY.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- CCSS.ELA-LITERACY.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Critical Thinking & Reflection
- TH.912.C.1.4 Research and define the physical/visual elements necessary to create theatrical reality for a specific historical and/or geographical play.
- TH.912.C.1.7 Justify personal perceptions of a director's vision and/or playwright's intent.
- TH.912.C.2.1 Explore and describe possible solutions to production or acting challenges and select the solution most likely to produce desired results.
- TH.912.C.2.4 Collaborate with a team to outline several potential solutions to a design problem and rank them in order of likely success.
- TH.912.C.3.3 Critique, based on exemplary models and established criteria, the production values and effectiveness of school, community, and live or recorded professional productions.
Historical & Global Connections
Innovation, Technology & the Future
- TH.912.F.2.4 Apply the skills necessary to be an effective director, designer, stage manager, and/or technician in the mounting of a theatrical performance.
- TH.912.F.3.3 Exhibit independence, discipline, and commitment to the theatre process when working on assigned projects and productions.
- TH.912.F.3.7 Use social networking or other communication technology appropriately to advertise for a production or school event.
Organizational Structure
- TH.68.O.3.3 Discuss the collaborative nature of theatre and work together to create a scene or play, respecting group members' ideas and differences.
- TH.912.O.1.1 Research and analyze a dramatic text by breaking it down into its basic, structural elements to support development of a directorial concept, characterization, and design.
- TH.912.O.1.3 Execute the responsibilities of director, designer, manager, technician, or performer by applying standard theatrical conventions.
- TH.912.O.3.1 Analyze the methods of communication among directors, designers, stage managers, technicians, and actors that establish the most effective support of the creative process.
- TH.912.O.3.2 Analyze a variety of theatre and staging configurations to understand their influence on the audience experience and response.
- TH.912.O.3.3 Analyze and demonstrate how to use various media to impact theatrical productions.
Skills, Techniques & Processes
- TH.68.S.2.1 Discuss the value of collaboration in theatre and work together to create a theatrical production.
- TH.68.S.2.4 Memorize and present a character's lines from a monologue or scene.
- TH.912.S.1.8 Use research to extract clues in dramatic texts to create performances or technical elements, choosing those that are most interesting and that best convey dramatic intent.
- TH.912.S.2.1 Create one or more technical design documents for a theatrical production.
- TH.912.S.2.2 Apply technical knowledge of safety procedures and demonstrate safe operation of theatre equipment, tools, and raw materials.
- TH.912.S.2.6 Transfer acting and technical skills and techniques from one piece of dramatic text to another.
- TH.912.S.3.4 Apply scientific and technological advances to develop visual and aural design elements that complement the interpretation of the text.
Grade 6 - Performing
Grade 7 - Creating
- TA7.CR.1 Organize, design, and refine theatrical work.<br/>a. Identify and rehearse effective communication skills.<br/>b. Compare and contrast character types and relationships by analyzing character motivations, objectives, and goals.<br/>c. Compare the physical, emotional, vocal, and social dimensions of a character.<br/>d. Investigate the role and responsibility of the cast and crew.<br/>e. Identify and model ensemble skills in the rehearsal process.<br/>f. Utilize staging and blocking choices to enhance the performance.<br/>g. Compare, contrast, and design elements of technical theatre.<br/>h. Utilize theatre vocabulary throughout the rehearsal process.
- TA7.CR.2 Develop scripts through theatrical techniques.<br/>a. Create ideas for stories.<br/>b. Analyze the theme and structure of a play.<br/>c. Use the dramatic writing process to generate a script.<br/>d. Utilize dramatic conventions in the scriptwriting process (e.g. stage directions, dialogue, scenes).
Grades 9-12 - ACTING LEVELS I-IV - Connecting
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Connecting
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Connecting
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Performing
- TAHSMT.PR.1 Act and direct by communicating and sustaining roles within a variety of situations and environments.<br/>a. Examine and implement the skills and tasks associated with acting, singing, and dancing, incorporating vocal and movement technique, observation, and imagination to create characters for formal and informal performances.<br/>b. Identify and examine the responsibilities and tasks of an actor in relation to directors, designers, choreographers, technical crew, and production staff.<br/>c. Use the skills and tools of a director to develop a presentation of formal and informal musical theatre performances.<br/>d. Conduct rehearsals to present a musical theatre performance for a live audience.
- TAHSMT.PR.2 Execute artistic and technical elements of theatre.<br/>a. Engage as a creative team in script analysis to plan and create technical elements of a theatre production, including sets, props, costumes, makeup, lighting, and sound.
Grades 9-12 - THEATRE MANAGEMENT - Creating
Beginning High School Create
Beginning High School Present
Accomplished High School Connect
Accomplished High School Create
Accomplished High School Present
Advanced High School Create
Advanced High School Present
Beginning High School Standards - Aesthetics
Proficient High School Standards - Aesthetics
Advanced High School Standards - Aesthetics
MS 117.211 LI - Creative Expression: production
MS 117.212 LII - Creative Expression: performance
HS 117.315 LI - Foundations: Inquiry and Understanding
- C.1.F demonstrate a working knowledge of the language of theatre such as stage terminology, elements of theatre, or theatrical conventions.
- C.1.G analyze and describe the interdependence of all theatrical elements.
- C.1.H define the roles of and appreciate the collaborative relationships between all artistic partners such as playwrights, composers, directors, actors, designers, technicians, and audience.
- C.1.K identify and recognize the importance of safe theatre practices.
HS 117.315 LI - Creative Expression: production
HS 117.317 LIII - Creative Expression: production
Technical Theatre/Design 10-20-30 - Costume
Technical Theatre/Design 10-20-30 - Lighting
Technical Theatre/Design 10-20-30 - Management - Stage
- 1 demonstrate understanding of the purpose and duties of the stage manager
- 2 recognize and use basic technical theatre/design terminology
- 3 demonstrate understanding of the duties of technical crews: costumes, lighting, makeup, stage, properties, set, sound.
- 5 demonstrate understanding of the need for continuous communication between the stage manager and technical crews during performance
Technical Theatre/Design 10-20-30 - Management - Properties
Technical Theatre/Design 10-20-30 - Management - Set
Technical Theatre/Design 10-20-30 - Management - Sound
Junior Goal II Objectives
Junior Goal III Objectives
Junior Orientation
Junior Goal I Objectives
- develop a sense of responsibility and commitment
- develop the ability to interact effectively and constructively in a group process
- develop the ability to offer and accept constructive criticism
- develop the willingness to make a decision, act upon it and accept the results
- extend the ability to understand, accept and respect others- their rights, ideas, abilities and differences
Technical Theatre - Levels I, II, III - Awareness
Technical Theatre - Levels I, II, III - Readiness
- 10 demonstrate understanding of and use appropriate methods and tools for designing the project; e.g., makeup charts, cue sheets, working drawing
- 11 arrange and sequence time, ideas, information, materials and/or personnel for achievement of the project
- 6 demonstrate understanding of the importance of planning and organization
Technical Theatre - Application
Senior Goal I Objectives
- demonstrate a sense of responsibility and commitment, individually and to the group
- demonstrate respect for others-their rights, ideas, abilities and differences
- demonstrate the ability to considered decisions, act upon them and accept the results
- demonstrate the ability to contribute effectively and constructively to the group process
Senior Goal II Objectives
Senior Goal III Objectives
GRADE 6 - ARTS - Exploring and creating
GRADE 6 - ARTS - Reasoning and reflecting
GRADE 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Exploring and creating
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 7 - ARTS - Reasoning and reflecting
- Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
- Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Exploring and creating
GRADE 8 - ARTS - Reasoning and reflecting
GRADE 9 - DRAMA - Exploring and creating
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Connect and expand
Grade 7 - Creating and Presenting
Grade 8 - Creating and Presenting
Grades 9 & 10 - Foundations - Responsible Practices
Grades 9 & 10 - Foundations - Concepts and Terminology
- C.1.2 demonstrate an understanding of and use correct terminology to refer to the forms, elements, conventions, and techniques of drama, with a focus on ensemble drama works (e.g., chorus, protagonist, ingénue, supporting role, act, scene, climax, resolution, improvisation, mask, freeze-frame image)
- C.1.3 demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works (e.g., set design, costume design, lighting plot, light cue sheet, sound cue sheet, prompt book, set sketch, set model)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
Grades 9 & 10 - Reflecting, Responding and Analyzing - Drama and Society
Grades 9 & 10 - Reflecting, Responding and Analyzing - The Critical Analysis Process
- B.1.1 use the critical analysis process before and during drama projects to identify and assess individual and peer roles and responsibilities in producing drama works (e.g., identify and assess the contribution of leadership and supporting roles, group dynamics, and cooperative problem solving to their process of creating drama works)
- B.1.3 identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes (e.g., write theatre or film reviews assessing whether the lighting, sound, set design, and costumes of a drama are used effectively to illustrate the intended message)
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
Grade 11 - Foundations - Responsible Practices
Grade Seven
Grade Eight
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
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