PD Course
Introduction to Stage Management Part Two
Created by Karen Loftus
Karen Loftus instructs this second course in stage management - a companion to Introduction to Stage Management Part One.
This course will review the major concepts covered in Introduction to Stage Management, and discuss the different types of technical rehearsals and how student stage managers prepare for and run them. You’ll learn how to teach your students to notate and call cues for a show. The course will also introduce strategies for student stage managers who work with student crews. It will discuss how you can provide the support your student stage managers need to be effective, and how that support helps to strengthen your overall program and theatre community.
Student stage managers start in the classroom, train during school productions, and can take these newly discovered and acquired skills on with them to colleges and careers and theatre (and beyond)!
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0Lesson 0Technical Rehearsals and Beyond7:32 FREE PREVIEWThis module introduces the course and instructor, with an outline of what's to come in each module.
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1Lesson 1Responsibilities of a Stage Manager9:33 FREE PREVIEWThis module is a quick recap of the responsibilities of the stage manager leading up to the technical rehearsal. We'll talk about how the skills they’ve learned and the paperwork they’ve already created will help them as they enter into this more challenging aspect of the rehearsal process for a stage manager.
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2Lesson 2Technical Rehearsals16:19In this lesson, you’ll be introduced to the various types of technical rehearsals and how they may benefit your production process.
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3Lesson 3Company Rehearsals11:00This module continues the discussion of what technical rehearsal is, how a stage manager prepares for it, and in this lesson you’ll learn how a stage manager runs the technical rehearsal.
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4Lesson 4Calling the Cues20:08In this lesson, you’ll explore the various ways a stage manager can put notations in their scripts and how they call the cues.
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5Lesson 5Working with Student Crews10:56In this lesson, you’ll learn tips and tricks to set up your student crews and to support your student stage manager as they manage their fellow classmates.
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6Lesson 6Running the Show7:22In this lesson, we’ll go over procedures you can teach your stage managers – and all of your students, to be honest – to help them work more cohesively.
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7Lesson 7Wrap Up5:23This lesson will be the final checklist to review the concepts, exercises, games, and tips and tricks we’ve learned throughout the course. It’s the chance to press the save button. There’s also some tips on how to get started setting up your own student stage management program at your school.
Standards Addressed
Synthesize and relate knowledge and personal experiences to make art - Grade HS Advanced
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
Organize and develop artistic ideas and work - Grade HS Advanced
Convey meaning through the presentation of artistic work - Grade 7
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Advanced
Adv.TH:Cn10 Synthesize and relate knowledge and personal experiences to make art.
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.
Adv.TH:Cr2 Organize and develop artistic ideas and work.
7.TH:Pr6 Convey meaning through the presentation of artistic work.
Seventh Grade
High School - Fundamental Pathway
High School - Professional Pathway
- DT.H3.1.2.b Students Can: Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
- 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.H3.1.4.c Students Can: Connect technical proficiencies to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work.
Speaking and Listening
- CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
- CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Language
- CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-LITERACY.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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).
- CCSS.ELA-LITERACY.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Language
- CCSS.ELA-LITERACY.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-LITERACY.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-LITERACY.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Writing
- CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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 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 -Performing
- TAHSAD.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, incorporating voice, body, observation, and imagination to create characters for formal and informal performances.<br/>b. Implement the duties of the stage manager, including communication and safety procedures, that will assist the director in all areas of production.<br/>c. Develop a schedule and organizational plan to prepare a scene for performance, including a rehearsal schedule and a prompt script.<br/>d. Conduct rehearsals and present a full theatrical presentation to a live audience.
- TAHSAD.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.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
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 - 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 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Exploring and creating
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 9 - DRAMA - Exploring and creating
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
GRADE 10 - DRAMA - Connect and expand
GRADE 11 - DRAMA - Explore and Create
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Explore and Create
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 12 - Foundations - Responsible Practices
Grade Seven
Grade Eight
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
Theatre Arts III: Intermediate Acting & Playwriting
Theatre Arts IV: Advanced Acting And Directing
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