PD Course
Theatre Etiquette 101
Created by Kerry Hishon
Instructor Kerry Hishon is an actor, director, writer, and stage combatant with years of experience in youth theatre. Her course, Theatre Etiquette 101, is designed to help students be successful in their theatrical journeys.
When teaching students who are brand new to theatre, it’s important to discuss and apply the expectations of the drama classroom and the theatrical world.
This course starts by explaining "what is theatre etiquette", and then moves through every step in the production process from audition to post-show recovery.
Every module has tips for both you and your students, classroom exercises, rehearsal exercises, and reflections. There are also printable posters included to use in your classroom or backstage.
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0Module 0Introduction3:29 FREE PREVIEWAn introduction to the course and all of the modules.
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1Module 1What is Theatre Etiquette?8:55 FREE PREVIEWThis module answers the question 'What is Theatre Etiquette?' and why students need to learn it.
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2Module 2Rehearsal Etiquette12:15This module focuses on classroom and rehearsal etiquette.
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3Module 3Audition Etiquette11:30This module focuses on audition etiquette. What do students need to do to give the best audition possible?
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4Module 4Costume Etiquette14:47This module looks at at costume etiquette, how to treat costumes properly, and ensure students look fabulous on stage in them.
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5Module 5Props Etiquette14:22This module focuses on props etiquette, what a prop is and how to treat props respectfully.
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6Module 6Tech and Dress Rehearsal Etiquette9:54Technical and dress rehearsals are often intense and can be very stressful. This module discusses how these rehearsals differ from regular rehearsals, why they are important, and how to survive them.
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7Module 7Pre-Show Etiquette9:54This module focuses on pre-show preparation etiquette. Those hours leading up to performance time are so important for students to get into character and get focused for the task at hand. This module will help them to get into the right head space for performance.
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8Module 8Show Etiquette6:08This module focuses on show time etiquette. What? There’s a certain way to act during showtime? Sure is, and it’s on top of acting on stage.
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9Module 9Strike Etiquette5:22This module looks at strike etiquette. What is a strike? Why is it necessary and what’s involved in it?
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10Module 10Post-Show Etiquette3:59This module focuses on post-show etiquette, dealing with post-show blues and going forward in your theatrical endeavors.
Standards Addressed
Select, analyze, and interpret artistic work for presentation - Grade HS Accomplished
Organize and develop artistic ideas and work - Grade HS Accomplished
Acc.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Acc.TH:Cr2 Organize and develop artistic ideas and work.
High School - Advanced Pathway
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.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
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.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- 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.
Critical Thinking & Reflection
- 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.2.7 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
Organizational Structure
Skills, Techniques & Processes
- TH.912.S.1.1 Describe the interactive effect of audience members and actors on performances.
- 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.3.2 Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Responding
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Connecting
Beginning High School Present
Accomplished High School Present
Accomplished High School Respond
Advanced High School Create
Beginning High School Standards - Culture
Proficient High School Standards - Culture
Advanced High School Standards - Aesthetics
Advanced High School Standards - Culture
MS 117.211 LI - Foundations: Inquiry and Understanding
MS 117.211 LI - Critical evaluation and response
MS 117.212 LII - Critical evaluation and response
MS 117.213 LIII - Foundations: Inquiry and Understanding
MS 117.213 LIII - Critical evaluation and response
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.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
- 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.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 117.316 LII - Foundations: Inquiry and Understanding
HS 117.316 LII - Critical evaluation and response
HS 117.317 LIII - Foundations: Inquiry and Understanding
HS 117.317 LIII - Critical evaluation and response
HS 117.318 LIV - Creative Expression: production
HS 117.318 LIV - Critical evaluation and response
Technical Theatre/Design 10-20-30 - Management - House
Technical Theatre/Design 10-20-30 - Management - Stage
Technical Theatre/Design 10-20-30 - Management - Set
Junior Goal II Objectives
Junior Goal III Objectives
Junior Orientation
- demonstrate a willingness to take calculated and reasonable risks
- 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
- investigate a variety of roles and situations
- 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
Improvisation/Acting Level I - Beginning
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 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
- strengthen powers of concentration
Technical Theatre - Levels I, II, III - Awareness
Technical Theatre - Levels I, II, III - Readiness
Technical Theatre - Application
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 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 the ability to concentrate
- extend understanding of, acceptance of and empathy for others
- increase self-discipline
Senior Goal III Objectives
Orientation Drama 10
- concentrate on the task at hand
- demonstrate effective use and management of time
- demonstrate self-discipline, self-direction and a sense of responsibility
- 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 9 - DRAMA - Exploring and creating
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Communicating and documenting
GRADE 9 - DRAMA - Connecting and expanding
- Collaborate through reciprocal relationships during creative processes
- Demonstrate increasingly sophisticated application and/or engagement of curricular content
- Demonstrate respect for themselves, others, and the audience
- Reflect on creative processes to make connections to personal learning and experiences
GRADE 10 - DRAMA - Explore and Create
GRADE 10 - DRAMA - Reason and reflect
GRADE 10 - DRAMA - Communicate and document
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
- Explore and create dramatic works to express ideas, meaning, and emotions
GRADE 11 - DRAMA - Reason and reflect
- Demonstrate awareness of self, others, and audience
- Describe, analyze, and respond to ways in which props, technologies, and environments are used in drama, using discipline-specific language
- Receive and apply constructive feedback to develop and refine ideas
- Reflect on dramatic works and make connections with personal experiences
GRADE 11 - DRAMA - Communicate and document
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
- Experiment with a range of props, processes, and technologies to create and refine innovative dramatic works
- Explore and create dramatic works to express ideas, meaning, and emotions
GRADE 12 - DRAMA - Reason and reflect
- Describe, analyze, and evaluate ways in which props, technologies, and environments are used in drama, using discipline-specific language
- Receive, provide, and apply constructive feedback to refine dramatic works
- Reflect on dramatic works and make connections with personal experiences
- Use self-reflection and awareness of audience to refine ideas
GRADE 12 - DRAMA - Communicate and document
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
Grades 9 & 10 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
Grades 9 & 10 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
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