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)!

Course Outline

Lesson 0: Technical Rehearsals and Beyond 7:32
FREE PREVIEW
Lesson 1: Responsibilities of a Stage Manager 9:33
FREE PREVIEW
Lesson 2: Technical Rehearsals 16:19
Lesson 3: Company Rehearsals 11:00
Lesson 4: Calling the Cues 20:08
Lesson 5: Working with Student Crews 10:56
Lesson 6: Running the Show 7:22
Lesson 7: Wrap Up 5:23

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Standards Addressed

Alberta, Canada


Technical Theatre/Design 10-20-30 - Costume

1 - demonstrate understanding of the purpose of costume

Technical Theatre/Design 10-20-30 - Management - Sound

1 - demonstrate understanding of the purpose of stage sound

California VAPA Standards (2001)


Common Core


Florida Sunshine State Standards


Georgia Performance Standards 2010 - Theatre Arts


Grade 9-12 - TECHNICAL THEATRE I

TAHSTTI.1 - Designing and executing artistic and technical elements of theatre
a. Compares and contrasts the characteristics of different types of performance spaces such as a proscenium stage, studio/black box, thrust stage, classroom, arena, or found space.
b. Analyzes ways in which the characteristics of a performance space can influence production decisions properties, lighting, sound, costuming, and makeup
d. Creates a chart of the responsibilities of technical personnel, including designers, builders, and operators
e. Demonstrates theatre safety practices as well as an ethical use of available technology and resources
f. Considers the interrelated nature of lighting, costumes, makeup, sound, properties, scenery, acting, and direction to create in a unified theatrical production
g. Researches and selects lighting, sound, scenery, properties, costumes, and makeup to help create a particular theatrical environment
h. Selects, documents, and arranges props, furniture, costumes, and sound to create the setting and environment of the plot
i. Uses standard safety and operating procedures for tools and equipment used in formal and informal theatre, film/video, and electronic media productions

TAHSTTI.5 - Designing and executing artistic and technical elements of theatre (Stage Management)
a. Develops a schedule and organizational plan for selected areas of theatre operation
b. Applies the established concepts of stage management
c. Identifies the duties of the stage manager in the production process
d. Implements technical theatre etiquette in rehearsal and production settings
e. Assists the director in all areas of the production
f. Maintains effective communication and safety procedures with members of the cast and crew

Grade 9-12 - FUNDAMENTALS OF THEATRE II

TAHSFTII.4 - Designing and executing artistic and technical elements of theatre
a. Identifies and defines the various roles of production personnel (sound/lighting, set, scenic, costume, makeup, marketing, and business aspects)
b. Identifies and applies basic elements and procedures involved in the construction of props, scenery, and platforms.
c. Distinguishes between effective and ineffective artistic designs
d. Infers elements of artistic design from scripts
e. Formulates a conceptualization of artistic design from scripts
f. Hypothesizes possible audiences responses to artistic elements
g. Creates product based on conceptualization
h. Demonstrates ability to plan, create, and assemble the technical elements for a scene or short play

TAHSFTII.7 - Integrating various art forms, other content areas, and life experiences to create theatre
a. Identifies the various art forms which may be integrated into theatre (e.g., dance, music, visual arts, graphic arts, and electronic media)
b. Recognizes the arts as an effort to interpret and intensify experiences
c. Examines the contributions of the other arts in the creation of a role or the production of drama
d. Synthesizes observation, imagination, and research to create characters, environments, and situations
e. Combines elements of other disciplines to create theatre arts

TAHSFTII.9 - Exploring the business of theatre
a. Lists and defines the skill sets for the various theatre arts careers
b. Charts the skills learned in theatre arts which transfer to the workplace
c. Applies the business elements of a production (e.g., creating a portfolio or resume, printing, advertising, budgeting)
d. Demonstrates awareness of the discipline, knowledge, skills, and education required for careers in theatre
e. Collects and displays samples of theatre portfolios
f. Creates and revises a cost-benefit analysis of a production
g. Critiques sample theatre portfolios
h. Demonstrates mastery of various areas of business elements of theatre
i. Performs the tasks of business theatre personnel during productions

Georgia Performance Standards 2017 - Theatre Arts


National Core Arts Standards


TH:Cr3.1: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Advanced

TH:Cr3.1.HSIII.c - Apply a high level of technical proficiencies to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work.

TH:Pr6.1: Convey meaning through the presentation of artistic work - Grade 7

TH:Pr6.1.7.a - Participate in rehearsals for a drama/theatre work that will be shared with an audience.

Ontario, Canada