PD Course
Tech Knowledge: Integrating Tech Throughout Your Rehearsal Process
Created by Claire Broome
This course will help you integrate technical theatre earlier in the creative process to help reduce the stress of tech week, and make sure you have what you need before choosing a show. We will explore how to include your technical theatre team from day one and will help you have an easier experience throughout the rehearsal process and final performances.
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0Module 0Introduction6:49 FREE PREVIEWThis module sets the framework for the course, describes, the objectives, and outlines the modules to follow.
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1Module 1Prep Work13:35 FREE PREVIEWThis module focuses on assessing your current technical theatre situation to inform your performance choice selection.
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2Module 2Choices and Permissions5:40This module focuses on how to get your admin on board, and craft a budget and production timelines.
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3Module 3Pre-Casting3:58This module explores all the background work you ca do before casting a show.
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4Module 4First Rehearsals4:56
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5Module 5Stage Management6:35This module explores stage management, and how to select the team as well as integrate into the rehearsal process.
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6Module 6Backstage4:33This module will explore how to get the most out of your Backstage Crew for your show to run smoothly.
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7Module 7Costumes10:00This module focuses on costumes and the role of the costume crew.
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8Module 8Make-Up and Hair6:18This module focuses on integrating Make-Up and Hair into your rehearsal process.
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9Module 9Props6:37This module explores the importance of using props from the beginning of the rehearsal process, and the role of the Props Crew.
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10Module 10Set5:25This module discusses the role of the Set Crew, and how to integrate space and set design into the rehearsal process.
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11Module 11Lighting10:09This module explores how the Lighting Designers and Operators can be part of the rehearsal process from day 1.
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12Module 12Sound6:06This module focuses on the integration of the Sound Crew into the rehearsal process.
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13Module 13Projections6:48This module covers the final technical theatre area in the course - projections.
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14Module 14Pre-Tech3:51This module introduces a pre-tech checklist, to use with all theatre technicians before tech week.
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15Module 15Tech Time3:32This module focuses on tech week - and the various types of tech rehearsals.
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16Module 16Tips7:31This module wraps up the courses, and includes additional tips for fostering community through integrating the tech teams early on in the rehearsal process.
Standards Addressed
Generate and conceptualize artistic ideas and work - Grade 6
Generate and conceptualize artistic ideas and work - Grade 7
Generate and conceptualize artistic ideas and work - Grade 8
Generate and conceptualize artistic ideas and work - High School Proficient
- TH:Cr1.1.HSI.a Apply basic research to construct ideas about the visual composition of a drama/theatre work.
- TH:Cr1.1.HSI.b Explore the impact of technology on design choices in a drama/theatre work.
- TH:Cr1.1.HSI.c Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
Generate and conceptualize artistic ideas and work - High School Accomplished
Select, analyze, and interpret artistic work for presentation - Grade HS Accomplished
Generate and conceptualize artistic ideas and work - High School Advanced
Organize and develop artistic ideas and work - Grade 7
Develop and refine artistic techniques and work for presentation - Grade 7
Organize and develop artistic ideas and work - Grade 8
Interpret intent and meaning in artistic work - Grade 8
Organize and develop artistic ideas and work - Grade HS Proficient
Organize and develop artistic ideas and work - Grade HS Accomplished
Organize and develop artistic ideas and work - Grade HS Advanced
Develop and refine artistic techniques and work for presentation - Grade HS Advanced
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 6
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 7
- TH:Cr3.1.7.a Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama/theatre work.
- TH:Cr3.1.7.b Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work
- TH:Cr3.1.7.c Consider multiple planned technical design elements during the rehearsal process for a devised or scripted drama/theatre work.
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 8
Convey meaning through the presentation of artistic work - Grade 8
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Proficient
Convey meaning through the presentation of artistic work - Grade HS Proficient
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Accomplished
- TH:Cr3.1.HSII.a Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work.
- TH:Cr3.1.HSII.b Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Advanced
6.TH:Cr1 Generate and conceptualize artistic ideas and work
7.TH:Cr1 Generate and conceptualize artistic ideas and work
8.TH:Cr1 Generate and conceptualize artistic ideas and work
Prof.TH:Cr1 Generate and conceptualize artistic ideas and work
- Prof.TH:Cr1.a Apply basic research to construct ideas about the visual composition of a drama/theatre work.
- Prof.TH:Cr1.b Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
- Prof.TH:Cr1.c Explore the impact of technical theatre elements on design choices in a drama/theatre work.
Acc.TH:Cr1 Generate and conceptualize artistic ideas and work.
Acc.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Adv.TH:Cr1 Generate and conceptualize artistic ideas and work.
7.TH:Cr2 Organize and develop artistic ideas and work.
7.TH:Pr5 Develop and refine artistic techniques and work for presentation.
8.TH:Cr2 Organize and develop artistic ideas and work.
8.TH:Re8 Interpret intent and meaning in artistic work.
Prof.TH:Cr2 Organize and develop artistic ideas and work.
Acc.TH:Cr2 Organize and develop artistic ideas and work.
Adv.TH:Cr2 Organize and develop artistic ideas and work.
Adv.TH:Pr5 Develop and refine artistic techniques and work for presentation.
6.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
7.TH:Cr3 Refine and complete artistic work.
- 7.TH:Cr3.a Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama/theatre work.
- 7.TH:Cr3.b Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
- 7.TH:Cr3.c Consider multiple planned technical theatre elements and designs during the rehearsal process for a devised or scripted drama/theatre work.
7.TH:Pr6 Convey meaning through the presentation of artistic work.
8.TH:Cr3 Refine and complete artistic work.
8.TH:Pr6 Convey meaning through the presentation of artistic work.
Prof.TH:Cr3 Refine and complete artistic work.
- Prof.TH:Cr3.b Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
- Prof.TH:Cr3.c Refine design choices using technical theatre elements to support the story and emotional impact of a devised or scripted drama/theatre work.
Prof.TH:Pr6 Convey meaning through the presentation of artistic work.
Acc.TH:Cr3 Refine and complete artistic work.
- Acc.TH:Cr3.a Use the rehearsal process to analyze the dramatic concept and design elements of a devised or scripted drama/theatre work.
- Acc.TH:Cr3.b Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.
Adv.TH:Cr3 Refine and complete artistic work.
Sixth Grade
- DT.6.1.1.a Students Can: Identify possible solutions to staging challenges in a drama/theatre work.
- DT.6.1.1.b Students Can: Identify possible solutions to design challenges in a drama/theatre work.
- DT.6.1.1.c Students Can: Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
Seventh Grade
- DT.7.1.1.a Students Can: Integrate multiple perspectives and solutions to staging challenges in a drama/theater work.
- DT.7.1.1.b Students Can: Explain and present possible solutions to design challenges in a drama/theater work.
- DT.7.1.2.b Students Can: Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
- DT.7.1.4.a Students Can: Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama/theatre work.
- DT.7.1.4.b Students Can: Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
- DT.7.1.4.c Students Can: Implement planned technical design elements during the rehearsal process for a devised or scripted drama/theatre work.
- DT.7.2.2.b Students Can: Choose a variety of technical elements that can be applied to a design in a drama/theatre work.
- DT.7.2.4.a Students Can: Participate in rehearsals for a drama/theatre work that will be shared with an audience.
Eighth Grade
- DT.8.1.1.a Students Can: Imagine and explore multiple perspectives and solutions to staging problems in a drama/theatre work.
- DT.8.1.1.b Students Can: Imagine and explore possible solutions to design challenges of a performance space in a drama/theatre work.
- DT.8.1.2.b Students Can: Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
- DT.8.1.4.b Students Can: Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/theatre work.
- DT.8.1.4.c Students Can: Implement and refine a planned technical design using simple technology during the rehearsal process for devised or scripted drama/theatre work.
- DT.8.2.4.a Students Can: Perform/present a rehearsed/designed drama/theatre work for an audience.
- DT.8.3.2.a Students Can: Summarize and share artistic choices when participating in or observing a drama/theatre work.
High School - Fundamental Pathway
- DT.H1.1.1.a Students Can: Apply basic research to construct ideas about the visual composition of a drama/theatre work.
- DT.H1.1.1.b Students Can: Explore the impact of technology on design choices in a drama/theatre work.
- DT.H1.1.1.c Students Can: Generate ideas about a character that are believable and authentic using script analysis.
- DT.H1.1.2.b Students Can: Investigate the collaborative nature of the actor, director, playwright, and designers to explore their interdependent roles in a drama/theatre work.
- DT.H1.1.4.b Students Can: Explore physical, vocal, and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
- DT.H1.1.4.c Students Can: Refine technical design choices to support the story and emotional impact of a devised or scripted drama/theatre work.
High School - Advanced Pathway
- DT.H2.1.1.b Students Can: Understand and apply technology to design solutions for a drama/theatre work.
- DT.H2.1.3.a Students Can: Choose and interpret a drama/theatre work to connect and question beliefs.
- DT.H2.1.4.a Students Can: Analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work through the use of the rehearsal process.
- DT.H2.1.4.b Students Can: Revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/theatre work by using research and script analysis.
- DT.H2.2.1.b Students Can: Assess how essential text information, research from various sources, and the director's concept influence artistic choices in a drama/theatre work.
High School - Professional Pathway
- DT.H3.1.1.b Students Can: Create a complete design for a drama/theatre work that incorporates all elements of technology.
- 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.b Students Can: Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.
- DT.H3.2.2.b Students Can: Explain and justify the selection of technical elements used to build a design that communicates the concept of a drama/theatre production.
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.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
- 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.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
- 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).
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.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
Writing
- CCSS.ELA-LITERACY.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- 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.
- CCSS.ELA-LITERACY.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Critical Thinking & Reflection
- TH.912.C.1.2 Create, refine, and sustain complex and believable characters for performance through the integration and application of artistic choices based on research, rehearsal, feedback, and refinement.
- 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.1.5 Make and defend conscious choices in the creation of a character that will fulfill anticipated audience response.
- 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.2.5 Analyze the effect of rehearsal sessions and/or strategies on refining skills and techniques by keeping a performance or rehearsal journal/log.
- TH.912.C.2.7 Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.
- TH.912.C.2.8 Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.
Historical & Global Connections
Innovation, Technology & the Future
- TH.912.F.1.1 Synthesize research, analysis, and imagination to create believable characters and settings.
- 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.3.2 Develop a production budget for a hypothetical performance, using real-world numbers, and determine how much to charge the audience in order to cover costs.
- 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.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.3.6 Apply standard drafting conventions for scenic, lighting, and sound design to create production design documents.
- TH.912.O.3.7 Apply standard conventions of directing, stage management, and design to denote blocking and stage movement for production documentation.
Skills, Techniques & Processes
- TH.912.S.1.3 Develop criteria that may be applied to the selection and performance of theatrical work.
- TH.912.S.1.7 Interpret dramatic texts, organize and conduct rehearsals, and justify directorial choices for formal and informal productions.
- 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.2.3 Demonstrate an understanding of a dramatic work by developing a character analysis for one or more of its major characters and show how the analysis clarifies the character's physical and emotional dimensions.
- TH.912.S.2.7 Create a prompt book to organize dramaturgy, blocking, and play analysis to demonstrate understanding of the production process and the job responsibilities of a director or stage manager.
- TH.912.S.2.9 Research and defend one's own artistic choices as a designer.
- TH.912.S.3.1 Articulate, based on research, the rationale for artistic choices in casting, staging, or technical design for a scene from original or scripted material.
- TH.912.S.3.2 Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.
- TH.912.S.3.3 Develop acting skills and techniques in the rehearsal process.
- TH.912.S.3.9 Research, analyze, and explain the processes that playwrights, directors, designers, and performers use when developing a work that conveys artistic intent.
Grade 6 - Performing
- TA6.PR.1 Act by communicating and sustaining roles in formal and informal environments.<br/>a. Demonstrate effective verbal and non-verbal communication skills (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).<br/>b. Execute character creation in a performance.<br/>c. Demonstrate a variety of types of theatre performances.
- TA6.PR.2 Execute artistic and technical elements of theatre.<br/>a. Incorporate technical elements in performance.
Grade 7 - Performing
- TA7.PR.1 Act by communicating and sustaining roles in formal and informal environments.<br/>a. Execute effective verbal and non-verbal communication skills in performance (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).<br/>b. Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or theatre performance.<br/>c. Engage in various performance styles.
- TA7.PR.2 Execute artistic and technical elements of theatre.<br/>a. Select a variety of technical elements that can be applied to a theatrical work.<br/>b. Incorporate artistic and technical elements into a theatre performance.
Grade 8 - Performing
- TA8.PR.1 Act by communicating and sustaining roles in formal and informal environments.<br/>a. Demonstrate the physical, emotional, vocal, and social dimensions of a character in different types of theatre performances (e.g. rate, pitch, volume, inflection, posture, facial expression, motivation, physical movement).<br/>b. Demonstrate appropriate ensemble skills throughout a performance.<br/>c. Use appropriate listening and response skills during performances.
- TA8.PR.2 Execute artistic and technical elements of theatre.<br/>a. Incorporate artistic and technical elements into a theatre production.<br/>b. Resolve conflicts in technical applications.
Grades 9-12 - ACTING LEVELS I-IV - Creating
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Creating
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 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Performing
- TAHSFT.PR.1 Act by communicating and sustaining roles in formal and informal environments.<br/>a. Observe and demonstrate aspects of verbal and non-verbal techniques in common human activity for performance (e.g. voice, breathing, posture, facial expression, physical movement).<br/>b. Construct and interpret artistic choices in performance including the objectives, decisions, and actions of characters.<br/>c. Explore various acting methods and techniques (e.g. Stanislavski, Uta Hagen, sense memory, emotional recall) for the purpose of character development.<br/>d. Perform acting choices for an audience based on critiques.
- TAHSFT.PR.2 Execute artistic and technical elements of theatre.<br/>a. Identify and define the various collaborative roles and relationships of technical production personnel (e.g. sound, lighting, set, scenic, costume, dramaturge, makeup, marketing, business aspects) in relation to the directors and performers.<br/>b. Identify and apply the various aspects of directing, staging, performance spaces, and rehearsal management.<br/>c. Recognize and apply the basic elements and procedures involved in the construction of props, scenery, and platforms.<br/>d. Formulate effective theatrical designs in order to support the text and directorial concept.
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Creating
Grades 9-12 - THEATRE MANAGEMENT - Creating
Grades 9-12 - THEATRE MANAGEMENT - Performing
Beginning High School Create
Beginning High School Present
- B.PR.1.2 Communicate characters, situations, and scenarios using body and voice while adhering to staging conventions.
- B.PR.2.1 Develop scripted or devised theatre for presentation.
- B.PR.2.2 Demonstrate appropriate theatre audience behavior with the understanding of the impact on performers and technicians.
- B.PR.2.3 Implement technical elements to support scripted or devised presentations.
- B.PR.2.4 Identify the responsibilities of a performer in a variety of theatrical venues.
Beginning High School Respond
Intermediate High School Create
Intermediate High School Present
- I.PR.1.2 Apply staging conventions to formal and informal theatrical productions by employing vocal and physical acting techniques.
- I.PR.2.1 Develop scenes for formal or informal presentations.
- I.PR.2.2 Exhibit audience etiquette appropriate for a variety of theatrical spaces, styles, and genres.
- I.PR.2.3 Implement technical elements to enhance theatrical works.
- I.PR.2.4 Compare the effect various theatrical venues have upon performance.
Intermediate High School Respond
Accomplished High School Connect
Accomplished High School Create
Accomplished High School Present
Advanced High School Create
Advanced High School Present
- AD.PR.1.1 Implement justified choices made in response to feedback and specific criteria.
- AD.PR.1.2 Apply conventions of acting, directing, and technical theatre to refine theatrical works for presentation.
- AD.PR.2.1 Develop contrasting theatrical works for diverse genres, audiences, auditions, or productions.
- AD.PR.2.3 Implement technical elements effectively from design through actualization to enhance theatrical works.
- AD.PR.2.4 Adapt staging and direction for various stage configurations.
Beginning High School Standards - Communication
- B.C.1.1 Use non-verbal expression to illustrate how human emotion affects the body and is conveyed through the body.
- B.C.1.2 Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression.
- B.C.2.2 Interpret various selections of dramatic literature through formal and informal presentations.
Beginning High School Standards - Analysis
Beginning High School Standards - Aesthetics
Beginning High School Standards - Culture
Intermediate High School Standards - Communication
- I.C.1.1 Use non-verbal expression to illustrate how human motivations are prompted by physical and emotional needs.
- I.C.1.2 Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression appropriately to theatrical texts, such as monologues and scenes.
- I.C.2.2 Interpret scenes through formal and informal presentations.
Intermediate High School Standards - Analysis
Intermediate High School Standards - Aesthetics
Intermediate High School Standards - Culture
Proficient High School Standards - Aesthetics
Advanced High School Standards - Communication
- A.C.1.1 Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including differentiation between multiple characters.
- A.C.1.2 Use voice to create character dialects.
- A.C.1.3 Use constructive criticism to improve original works both written and read orally.
- A.C.2.2 Interpret scripts through formal and informal presentations.
Advanced High School Standards - Aesthetics
Advanced High School Standards - Culture
MS 117.211 LI - Foundations: Inquiry and Understanding
MS 117.211 LI - Creative Expression: production
MS 117.212 LII - Foundations: Inquiry and Understanding
MS 117.212 LII - Creative Expression: performance
MS 117.212 LII - Creative Expression: production
MS 117.212 LII - Critical evaluation and response
MS 117.213 LIII - Foundations: Inquiry and Understanding
MS 117.213 LIII - Creative Expression: performance
MS 117.213 LIII - Creative Expression: production
MS 117.213 LIII - Critical evaluation and response
HS 117.315 LI - Foundations: Inquiry and Understanding
- C.1.D develop and practice effective voice and diction to express thoughts and feelings.
- C.1.E analyze characters by describing attributes such as physical, intellectual, emotional, and social dimensions through reading scripts of published plays.
- 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.I identify and practice memorization skills.
- C.1.K identify and recognize the importance of safe theatre practices.
HS 117.315 LI - Creative Expression: performance
- C.2.A demonstrate safe use of the voice and body.
- C.2.C employ effective voice and diction to express thoughts and feelings.
- C.2.D use physical, intellectual, emotional, and social awareness to portray believable characters and convey a story when applying acting concepts, skills, and techniques.
- C.2.E employ physical techniques consistently to express thoughts, feelings, and actions non-verbally.
HS 117.315 LI - Creative Expression: production
- C.3.A develop and practice technical theatre skills.
- C.3.B apply technical knowledge and skills safely to create or operate theatrical elements such as scenery, properties, lighting, sound, costumes, makeup, current technology, or publicity.
- C.3.C perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others in a production role to tell a story through live theatre or media performance.
- C.3.D demonstrate responsibility, artistic discipline, and creative problem solving by concentrating in one or more areas of theatre production such as acting, technical theatre, or theatre management.
HS 117.315 LI - Critical evaluation and response
HS 117.316 LII - Foundations: Inquiry and Understanding
HS 117.316 LII - Creative Expression: production
- C.3.A develop and practice safe and effective stagecraft skills.
- C.3.C analyze characters, themes, duties, and elements of a script to determine artistic roles and technical assignments.
- C.3.D perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance.
- C.3.E develop responsibility, artistic discipline, and creative problem solving by concentrating in one or more areas of theatre production such as acting, technical theatre, or theatre management.
HS 117.317 LIII - Foundations: Inquiry and Understanding
HS 117.317 LIII - Creative Expression: production
- C.3.D perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance.
- C.3.E perform the role of actor, director, or technician, demonstrating responsibility, artistic discipline, and creative problem solving.
HS 117.318 LIV - Foundations: Inquiry and Understanding
HS 117.318 LIV - Creative Expression: performance
HS 117.318 LIV - Creative Expression: production
Technical Theatre/Design 10-20-30 - Costume
- 1 demonstrate understanding of the purpose of costume
- 4 demonstrate knowledge of appropriate safety procedures
- 5 demonstrate understanding of symbolism and psychological implications of colour, texture, line and shape
- 6 demonstrate understanding of the value of the sketch as a tool in creating and communicating ideas in costume design
- 7 demonstrate understanding of techniques of costume organization, care, maintenance, cleaning and storage
- 8 prepare rough costume plot based on a script
Speech Drama 10
Speech Drama 30
Improvisation Drama 10
- 10 demonstrate appropriate rehearsal methods
- 16 make logical choices spontaneously within the boundaries of situation and character
- 24 select and use vocal techniques appropriate to a character
- 26 use body language to add physical dimensions and depth to a character
- 29 demonstrate understanding of and apply the concept of status
- 30 demonstrate understanding of and apply the concepts of a character’s objectives and motivation
- 31 demonstrate the ability to focus on, and achieve, the objective of a scene
- 32 sustain a character throughout a scene or exercise
- 9 use appropriate stage directions
Acting Drama 20
- 1 analyze a script for explicit character clues
- 2 create, select and sustain physical details of the character from scripted material
- 3 demonstrate understanding of and identity motivation and objectives (overall, main and immediate).
- 4 demonstrate understanding that a character’s behaviour is motivated by past, present and anticipated future experiences
- 5 demonstrate a character’s main objective within a scene
- 8 demonstrate the ability to memorize required text
- 9 demonstrate the ability to pick up cues effectively
Acting Drama 30
Movement Drama 10
Technical Theatre/Design 10-20-30 - Lighting
- 1 demonstrate understanding of the purpose of stage lighting
- 4 demonstrate knowledge of appropriate safety procedures
- 5 demonstrate understanding of functions of standard lighting instruments: flood, fresnel, ellipsoidal, follow spotlight, border lights
- 6 demonstrate understanding of functions of gels, barn doors, gobos, c-clamps, shutters
- 7 demonstrate understanding of basic functions of lighting control systems
Technical Theatre/Design 10-20-30 - Management - Business
Technical Theatre/Design 10-20-30 - Management - House
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.
- 4 demonstrate knowledge of appropriate safety procedures
- 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
- 1 demonstrate understanding of the purpose of stage scenery
- 10 demonstrate understanding of and use ground plans
- 11 demonstrate understanding of proper placement of stage scenery: balancing, angling, masking, sight lines, backdrops, scrims
- 2 recognize the importance of illusion in set design
- 3 recognize the importance of artistic unity in set design
- 4 recognize and use theatre terminology related to the proscenium
- 5 demonstrate knowledge of appropriate safety procedures
- 9 demonstrate understanding of and use scale
Technical Theatre/Design 10-20-30 - Management - Sound
Improvisation/Acting Level III - Advanced
Junior Goal II Objectives
Junior Goal III Objectives
Junior Orientation
- demonstrate awareness of the multidisciplinary nature of drama/theatre
- demonstrate trust by becoming comfortable, physically and emotionally, with others
- focus concentration on one task at a time
- generate imaginative and creative solutions to problems
- listen effectively
- meet deadlines and follow through on individual and group commitments
- share ideas confidently with others
- support positivity the work of others
- understand that technical elements enhance verbal/physical communication
- work cooperatively and productively with all members of the class in pairs, small groups and large groups
Movement Level I - Beginning
Speech Level I - Beginning
Speech Level II - Intermediate
Speech Level III - Advanced
Improvisation/Acting Level I - Beginning
Improvisation/Acting Level II - Intermediate
Junior Goal I Objectives
- develop a sense of responsibility and commitment
- develop self-confidence
- develop self-discipline
- develop the ability to initiate, organize and present a project within a given set of guidelines
- develop the ability to interact effectively and constructively in a group process
- develop the willingness to make a decision, act upon it and accept the results
- extend the ability to think imaginatively and creatively
- extend the ability to understand, accept and respect others- their rights, ideas, abilities and differences
- strengthen powers of concentration
Theatre Studies Level III - Advanced (The script)
- 10 demonstrate understanding of the concept of dramatic convention
- 11 demonstrate understanding of plot structure
- 12 analyze a script to identify character, setting and plot
- 7 define the elements of script, dialogue, directions, characters and settings
- 8 demonstrate understanding of directions used in a script
- 9 read a script aloud
Technical Theatre - Levels I, II, III - Awareness
- 1 recognize the basic terminology associated with the component being studied
- 2 demonstrate understanding of the basic functions of the component being studied.
- 3 show awareness of the importance of research
- 4 show awareness of available resources pertaining to the component being studied; e.g., supplies, libraries and theatre companies
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
- 8 demonstrate understanding of the use of colour, shape and texture to achieve a desired effect
- 9 use sketching to explore ideas for the project
Senior Goal I Objectives
- apply imaginative and creative thought to problem-solving situations
- demonstrate a sense of inquiry and commitment, individually and to the group
- 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
- demonstrate the ability to initiate, organize and present a project within a given set of guidelines
- extend physical and vocal capabilities
- extend the ability to concentrate
- increase self-confidence
- increase self-discipline
Senior Goal II Objectives
Senior Goal III Objectives
Orientation Drama 10
- concentrate on the task at hand
- cope with success and failure in positive ways
- demonstrate behaviour appropriate to given circumstances
- demonstrate effective use and management of time
- demonstrate self-discipline, self-direction and a sense of responsibility
- demonstrate trust by becoming comfortable with others, physically and emotionally
- display consideration and respect for self and others
- listen to self and others
- make effective decisions or choices
- positively support the work of others
- share ideas confidently
- solve problems imaginatively and creatively
- work cooperatively and productively
GRADE 6 - 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 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
- Interpret works of art using knowledge and skills from various areas of learning
- 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
- Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas
- Develop, refine ideas, and critically appraise ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
- Interpret works of art using knowledge and skills from various areas of learning
- Reflect on works of art and creative processes to understand artists motivations and meanings
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Exploring and creating
- Create dramatic works both collaboratively and as an individual, using ideas inspired by imagination, inquiry, and purposeful play
- Select and combine dramatic elements and principles to intentionally create a particular mood, effect, and meaning
- Take creative risks to experience and express thoughts, emotions, and meaning
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Communicating and documenting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
- Develop a repertoire of dramatic skills and techniques through presentation or performance
- Develop performance skills in a variety of contexts
- Experiment with a range of props, processes, and technologies
- Explore dramatic works through presentation or performance
- Intentionally select and combine drama conventions
GRADE 10 - DRAMA - Reason and reflect
GRADE 10 - DRAMA - Connect and expand
GRADE 11 - DRAMA - Explore and Create
- Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance
- Develop a repertoire of dramatic skills and techniques through presentation or performance
- Develop and refine performance skills in a variety of contexts
- Experiment with a range of materials, props, processes, and technologies to create and refine performances
- Purposefully select and combine dramatic elements and conventions
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Explore and Create
- Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance
- Develop a repertoire of dramatic skills, vocabulary, and techniques through presentation or performance
- Develop and refine performance skills in a variety of contexts
- Develop dramatic works for an intended audience
- Experiment with a range of props, processes, and technologies to create and refine innovative dramatic works
- Intentionally select and combine dramatic elements and conventions
GRADE 12 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Connect and expand
Grades 9 & 10 - Foundations - Responsible Practices
- C.3.1 identify and follow safe and ethical practices in drama activities (e.g., exhibit safe use of sound and lighting boards; follow procedures for the environmentally responsible use of materials and energy; prepare an individual or group seminar report on the nature and purpose of one or more of the following: copyright protection, royalties, public domain, intellectual property rights)
- C.3.2 identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., use active listening and cooperative problem-solving skills; practise punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build consensus)
- C.3.3 demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)
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 - Creating and Presenting - Presentation Techniques & Technologies
Grade 11 - Foundations - Responsible Practices
- C.3.1 identify and follow safe and ethical practices in all drama activities
- C.3.2 demonstrate an understanding of the tasks and responsibilities involved in producing drama works
- C.3.3 demonstrate an understanding of correct theatre worker and audience etiquette in classroom drama work and formal performance contexts
Grade 11 - Foundations - Concepts and Terminology
Grade 11 - Creating and Presenting - Presentation Techniques & Technologies
Grade 12 - Foundations - Responsible Practices
- C.3.1 identify and follow safe and ethical practices in all drama activities
- C.3.2 demonstrate an understanding of the tasks and responsibilities involved in producing drama works
- C.3.3 demonstrate an understanding of correct theatre worker and audience etiquette in classroom drama work and formal performance contexts
Grade 12 - Foundations - Concepts and Terminology
Grade 12 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 12 - Creating and Presenting - Presentation Techniques & Technologies
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