Whether you're in a new school or have an existing program, you can use a Mission Statement to define your program, unify your students and let everyone know from administration, to parents, to the community why you do theatre, what you do and how you do it. Learn how to create this powerful and vital statement with your students. Mission Possible takes you through step by step from asking the right questions, to looking at your school culture and traditions, to writing and revising, to shouting your statement from the rooftops.

Course Summary

Standards Addressed

7 Modules
56 minutes
2 Credit Hours

mission vision

Course Outline

Lesson 1: The Importance of a Mission 9:06
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Lesson 2: The Golden Circle 5:51
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Lesson 3: The Essential Questions 7:19
Lesson 4: School Culture and Program Traditions 9:49
Lesson 5: Writing Your Mission Statement 6:31
Lesson 6: Shouting from the Rooftops 8:16
Lesson 7: Conclusion 9:08

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Standards Addressed

National Core Arts Standards


TH:Re9.1: Apply criteria to evaluate artistic work - Grade HS Accomplished

TH:Re9.1.HSII.c - Verify how a drama/theatre work communicates for a specific purpose and audience.

TH:Re9.1: Apply criteria to evaluate artistic work - Grade 8

TH:Re9.1.8.c - Assess the impact of a drama/theatre work on a specific audience.

TH:Re9.1: Apply criteria to evaluate artistic work - Grade 6

TH:Re9.1.6.c - Identify a specific audience or purpose for a drama/theatre work.

TH:Cn10.1: Synthesize and relate knowledge and personal experiences to make art - Grade HS Proficient

TH:Cn10.1.HSI.a - Investigate how cultural perspectives, community ideas and personal beliefs impact a drama/theatre work.

Georgia Performance Standards 2010 - Theatre Arts


Grade 9-12 - FUNDAMENTALS OF THEATRE II

TAHSFTII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Critiques and analyzes elements of theatrical conventions
b. Generates and uses terminology and outline for critiquing theatre presentation
c. Cites evidence of how theatre reflects life through universal themes
d. Interprets text and subtext
e. Illustrates the process of script analysis in a variety of scripts

TAHSFTII.8 - Examining the roles of theatre as a reflection of past and present civilizations
a. Analyzes plays and dramas that are representative of various historical periods
b. Identifies and analyzes plays and dramas that are culturally diverse
c. Recognizes historical events that have influenced the role of theatre
d. Recognizes theatrical events that have impacted cultural development
e. Analyzes and explains theatre conventions and traditions for different cultures and time periods
f. Analyzes and explains how universal themes in theatre transcend time and space
g. Explores the works of milestone playwrights
h. Analyzes milestone plays for dramatic elements that contribute to their lasting influence
i. Predicts which contemporary plays may endure

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

TAHSFTII.11 - Engaging actively and appropriately as an audience member in theatre and other media experiences
a. Demonstrates appropriate audience behaviors
b. Articulates why the relationship between the audience and performers is critical to the success of the production
c. Examines how audience relationships differ with venue and performance type
d. States and supports aesthetic judgments through experiences in diverse styles and genres of theatre

Grade 8

TAMS8.5 - Directing by conceptualizing, organizing, and conducting rehearsals for performance
a. Assumes the role and responsibilities of the director
b. Collaborates with others to create a production timeline
c. Delegates and assigns responsibilities for completion of tasks
d. Identifies, assumes, and demonstrates leadership skills
e. Communicates concepts and ideas

TAMS8.7 - Integrating various art forms, other content areas, and life experiences, to create theatre
a. Analyzes and explains common themes, content, and structure among theatre and other disciplines
b. Compares theatre and media presentations to human experiences
c. Incorporates multi-disciplinary aspects into theatre productions
d. Uses recurring cultural motifs and social themes as a basis for theatre presentations

TAMS8.8 - Examining the roles of theatre as a reflection of past and present civilizations
a. Describes theatre’s role in the development of global communication
b. Compares and contrasts historic theatre forms with contemporary media productions
c. Identifies and describes recurring cultural motifs and social themes present in a variety of theatre and media presentations
d. Researches and describes cultures that influenced American theatre
e. Discusses theatre’s role in reflecting the culture of a society

TAMS8.11 - Engaging actively and appropriately as an audience member in theatre and other media experiences
a. Demonstrates appropriate audience behaviors
b. Articulates why the relationship between the audience and performers is critical to the success of the production
c. Examines how audience relationships differ with venue and performance type

Georgia Performance Standards 2017 - Theatre Arts


North Carolina Essential Standards


Texas Essential Knowledge and Skills for Theatre Arts


HS 117.317 LIII - Critical evaluation and response

C.5.B - recognize theatre as an art form and evaluate self as a creative being.

Alberta, Canada


Ontario, Canada