A costume designer and a costumer are two different things. A costume designer creates pieces from the drawing board to the stage, while a costumer pulls from already existing pieces to create fully realized characters. This means that the approach is different.

In this six lesson unit students will learn the tools of a successful costumer. They will start by reflecting on their own personal style and the choices that go into that style. They’ll move on to look at versatility and adapting costume staples, creating a costuming vision, period clothing as the costumer, how to use the colour wheel as a costuming tool and everything culminates in a final project (two options).

Unit Summary

Standards Addressed

costuming technical theatre

Overview

The overview gives an outline of the course and how each lesson breaks down.

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1: Personal Style

In this lesson, students will reflect on their personal style, learn clothing vocabulary, and identify how to apply personal style to creating costumes for a show. They will also learn the difference between a costume designer and a costumer.

Attachments
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2: Versatility

How do you take existing pieces and create a costume? One of the keys to successful costuming is knowing how to adapt staples into a variety of different costumes for different productions. As highlighted in Lesson One, when it comes to costuming, sometimes what you come up with won’t be the perfect costume. It’s important to learn to work with what you have. This lesson allows students to continue working on their clothing vocabulary document.

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3: Costuming Vision

One issue that costumers run into is that because they’re pulling together from existing pieces, the costumes’ overall look can lack unity. The best way to achieve unification is by creating and executing costumes through a costuming vision. In this lesson, students will answer questions in order to develop a costuming vision for a show.

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4: Period Costuming

Sometimes a costumer not only has to put together clothes for a modern production, but they have to create a period look. This lesson identifies the items of clothing most associated with specific eras and how to emulate those eras using modern clothing. This lesson also enforces that costuming is an illusion. You work with what you have to create the atmosphere of an era. What can you do to create the illusion of the original?

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5: The Colour Wheel

Costuming with colour is another technique to unify a look for a show. It’s a great way to visualize theme and mood. How do different colours make you feel? What colours are associated with different moods? Can colour be used to identify a group? Students will first assess character types and use the colour wheel to create a costume look. Their task for the lesson is to assign colours to different groups in a play, based on relationship, mood, and era.

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6: Culminating Assignment

Students will apply what they have learned to two possible culminating assignments.

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Standards Addressed

Common Core

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.5 - Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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.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.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.

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.

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.9-10.2 - 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.

History/Social Studies

CCSS.ELA-LITERACY.RH.9-10.1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

National Core Arts Standards

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

TH:Re9.1.HSI.b - Consider the aesthetics of the production elements in a drama/theatre work.

TH:Re8.1: Interpret intent and meaning in artistic work - Grade HS Advanced

TH:Re8.1.HSIII.c - Support and explain aesthetics, preferences, and beliefs to create a context for critical research that informs artistic decisions in a drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work - Grade HS Advanced

TH:Cr2.1.HSIII.b - Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.

TH:Cr2.1: Organize and develop artistic ideas and work - Grade HS Accomplished

TH:Cr2.1.HSII.b - Cooperate as a creative team to make interpretive choices for a drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - High School Accomplished

TH:Cr1.1.HSII.a - Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work.

TH:Cr1.1.HSII.b - Understand and apply technology to design solutions for a drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - High School Proficient

TH:Cr1.1.HSI.b - Explore the impact of technology on design choices in a drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - Grade 7

TH:Cr1.1.7.b - Explain and present solutions to design challenges in a drama/ theatre work.

TH:Pr5.1: Develop and refine artistic techniques and work for presentation - Grade HS Accomplished

TH:Pr5.1.HSII.b - Apply technical elements and research to create a design that communicates the concept of a drama/theatre production.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - Grade 6

TH:Cr1.1.6.b - Identify solutions to design challenges in a drama/theatre work.

TH:Pr5.1: Develop and refine artistic techniques and work for presentation - Grade 6

TH:Pr5.1.6.b - Articulate how technical elements are integrated into a drama/ theatre work.

California VAPA Standards (2019)

Prof.TH:Re9 Apply criteria to evaluate artistic work.

Prof.TH.Re9.c - Analyze and evaluate the aesthetics and effect of the technical theatre elements in a drama/theatre work.

Adv.TH:Re8 Interpret intent and meaning in artistic work.

Adv.TH.Re8.c - Support and explain aesthetics, preferences, and beliefs to create a context for critical research that informs artistic decisions in a drama/theatre work.

Adv.TH:Cr2 Organize and develop artistic ideas and work.

Adv.TH:Cr2.b - Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.

Acc.TH:Cr2 Organize and develop artistic ideas and work.

Acc.TH:Cr2.b - Cooperate as a creative team to make interpretive choices for a drama/theatre work.

Acc.TH:Cr1 Generate and conceptualize artistic ideas and work.

Acc.TH:Cr1.a - Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work.

Acc.TH:Cr1.c - Understand and apply technical theatre elements to design solutions for a drama/theatre work.

Prof.TH:Cr1 Generate and conceptualize artistic ideas and work

Prof.TH:Cr1.c - Explore the impact of technical theatre elements on design choices in a drama/theatre work.

7.TH:Cr1 Generate and conceptualize artistic ideas and work

7.TH:Cr1.c - Explain and present solutions to design challenges in a drama/ theatre work.

Acc.TH:Pr5 Develop and refine artistic techniques and work for presentation.

Acc.TH:Pr5.b - Apply technical theatre elements and research to create a design that communicates the concept of a drama/theatre production.

6.TH:Cr1 Generate and conceptualize artistic ideas and work

6.TH:Cr1.c - Identify solutions to design challenges in a drama/theatre work.

6.TH:Pr5 Develop and refine artistic techniques and work for presentation.

6.TH:Pr5.b - Articulate how technical theatre elements are integrated into a drama/ theatre work.

Georgia Performance Standards 2010 - Theatre Arts

Grade 9-12 - ADVANCED DRAMA IV

TAHSADIV.4 - Designing and executing artistic and technical elements of theatre
a. Engages in script analysis from the perspective of technical theatre collaborators
b. Plans and creates technical elements of a theatrical production
c. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances
d. Engages in peer leadership experiences including design and technical direction

TAHSADIV.6 - Researching cultural and historical information to support artistic choices
a. Explores the relationship between research and theatrical production
b. Engages in meaningful cultural and historical research to support formal or informal theatrical performance
c. Develops and executes a presentation or lobby display that summarizes the impact of cultural and historical research on a theatrical production

Grade 9-12 - TECHNICAL THEATRE IV

TAHSTTIV.4 - Designing and executing artistic and technical elements of theatre (Costume and Make-up)
a. Designs an original lighting or sound plot for a variety of dramatic works
b. Implements lighting designs for a dramatic work in a formal theatre setting
c. Implements sound designs for a dramatic work in a formal setting

Grade 9-12 - TECHNICAL THEATRE III

TAHSTTIII.3 - Designing and executing artistic and technical elements of theatre (Costumes and Make-up)
a. Designs and realizes at least one original costume rendering for a theatre production or classroom exercise
b. Creates and realizes at least one make-up rendering for a theatre production or classroom exercise

Grade 9-12 - TECHNICAL THEATRE II

TAHSTTII.1 - Designing and executing artistic and technical elements of theatre
a. Interprets, prepares, and presents elements of technical theatre to enhance a scene
b. Creates a two-dimensional study of a three-dimensional object, using scale drawings, perspective drawings, blueprints, or computer renderings to design scenery, costumes, and properties
c. Analyzes and justifies design choices
d. Applies the principles, elements, characteristics, and functions of design to a theatrical production
e. Analyzes dramatic texts for theme/s, settings, era, style, genre, and characters to determine technical requirements
f. Applies knowledge of design principles and elements to set and property design, costumes, lighting, sound, and makeup
g. Collaborates with the director to develop concepts that convey the metaphorical nature of theatre, film/video, and electronic media productions
h. Incorporates the use of technological advances in theatre and other disciplines to create formal and informal theatre, film/video, and electronic media productions

TAHSTTII.3 - Designing and executing artistic and technical elements of theatre (Costumes and Make-up)
a. Applies construction techniques and materials for creating costumes
b. Investigates alternative strategies for obtaining costumes
c. Engages in proper safety practices in the creation of costumes and the application of make-up

TAHSTTII.8 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Analyzes technical choices in formal and informal presentations
b. Assesses and revises personal design choices based on feedback from a director
c. Justifies how line, shape, texture, color, space, balance, and/or pattern help illustrate the environment of a story
d. Interprets technical elements in a variety of performed dramatic works including theatre, film/video, and electronic media productions
e. Evaluates the effectiveness of lighting, sound, scenery, properties, costumes, and makeup choices in communicating the concept of a production
f. Determines how the historical and cultural influences of technical elements affect a variety of performed dramatic works
g. Critiques live performances with informed responses by identifying the elements of production, including directing, design, and acting

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.3 - Designing and executing artistic and technical elements of theatre (Costumes and Make-up)
a. Identifies the basic functions of costumes in theatrical production
b. Identifies the characteristics, safety considerations, application and removal techniques for different types of makeup and makeup materials
c. Demonstrates the safe and appropriate application of character makeup and simple prosthetics
d. Creates a graphic regarding historical, regional, and cultural styles of dress
f. Analyzes and safely applies basic principles and techniques of costume construction: cutting, dyeing, sewing, care, and maintenance of costumes
g. Uses available art materials, tools, and resources to convey the characters through costumes, accessories, and make-up designs for a scene or production
h. Designs and creates costume drawings and/or make-up charts

Grade 9-12 - MUSICAL THEATRE III

TAHSMTIII.4 - Designing and executing artistic and technical elements of theatre
a. Identifies key concepts of various elements of technical production including sets, props, costumes, makeup, lighting, and sound
b. Creates a plot for a specific area of technical production in musical theatre
c. Explores the relationship between design choices and the overall musical performance
d. Analyzes the technical elements of a production and how a performance is impacted by these elements
e. Designs and produces at least one technical element for a production

Grade 9-12 - MUSICAL THEATRE II

TAHSMTII.4 - Designing and executing artistic and technical elements of theatre
a. Identifies key concepts of various elements of technical production including sets, props, costumes, makeup, lighting, and sound
b. Creates a plot for a specific area of technical production in musical theatre
c. Explores the relationship between design choices and the overall musical performance
d. Examines the impact of costume and makeup design on character development
e. Creates a rendering or model of a set or lights or props or costumes for a musical theatre production
f. Explores the relationship between sound production and vocal performance

Grade 9-12 - MUSICAL THEATRE I

TAHSMTI.4 - Designing and executing artistic and technical elements of theatre
a. Identifies key concepts of various elements of technical production including sets, props, costumes, makeup, lighting, and sound
b. Creates a plot for a specific area of technical production in musical theatre
c. Explores the relationship between design choices and the overall musical performance

Grade 9-12 - THEATRE LITERATURE II

TAHSTLII.6 - Researching cultural and historical information to support artistic choices
a. Traces the development of theatre from early storytelling to contemporary performance art
b. Identifies and summarizes contributions made to the development of the theatre by different cultures and traditions
c. Researches and explains how cultural and historical factors have influenced theatre practitioners of various generations
d. Analyzes the characteristics and important eras and movements in theatre and theatre literature
e. Critiques and utilizes research from ancient times to the Italian Renaissance, Elizabethan England, the French Neoclassic Era, and the Golden Age of Spain

Grade 9-12 - THEATRE LITERATURE I

TAHSTLI.4 - Designing and executing artistic and technical elements of theatre
a. Explains the basic physical and chemical properties of the technical aspects of theatre (e.g., light, color, electricity, paint, and makeup)
b. Analyzes a variety of dramatic texts from cultural and historical perspectives to determine production requirements
c. Designs visual and aural elements to convey the environment suggested by the text
d. Applies technical knowledge and skills to collaboratively and safely create functional scenery, properties, lighting, sound, costumes, and makeup

TAHSTLI.6 - Researching cultural and historical information to support artistic choices
a. Traces the development of theatre from early storytelling to contemporary performance art
b. Identifies and summarizes contributions made to the development of the theatre by different cultures and traditions
c. Researches and explains how cultural and historical factors have influenced theatre practitioners of various generations

GRADE 6

TAMS6.4 - Designing and executing artistic and technical elements of theatre
a. Explores the technical elements of theatre
b. Demonstrates ways in which technical elements enhance theatrical productions
c. Uses available resources to plan for and support theatre activities
d. Develops a plan to integrate the artistic and technical elements of theatre
e. Incorporates artistic and technical elements into a theatre production

TAMS6.6 - Researching cultural and historical information to support artistic choices
a. Applies research skills to theatre scripts, roles, and experiences
b. Examines the relevance of cultural and historical context
c. Utilizes a multi-disciplinary approach to create original theatre
d. Synthesizes theatre styles and other media to create performances

Grade 9-12 - ADVANCED DRAMA III

TAHSADIII.4 - Designing and executing artistic and technical elements of theatre
a. Engages in script analysis from the perspective of technical theatre collaborators
b. Plans and creates technical elements of a theatrical production
c. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances

TAHSADIII.6 - Researching cultural and historical information to support artistic choices
a. Explores the relationship between research and theatrical production
b. Engages in meaningful cultural and historical research to support formal or informal theatrical performance
c. Develops and executes a presentation or lobby display that summarizes the impact of cultural and historical research on a theatrical production

Grade 9-12 - ADVANCED DRAMA II

TAHSADII.4 - Designing and executing artistic and technical elements of theatre
a. Engages in script analysis from the perspective of technical theatre collaborators
b. Plans and creates technical elements of a theatrical production
c. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances

TAHSADII.6 - Researching cultural and historical information to support artistic choices
a. Explores the relationship between research and theatrical production
b. Engages in meaningful cultural and historical research to support formal or informal theatrical performance
c. Develops and executes a presentation or lobby display that summarizes the impact of cultural and historical research on a theatrical production

Grade 9-12 - ADVANCED DRAMA I

TAHSADI.4 - Designing and executing artistic and technical elements of theatre
a. Engages in script analysis from the perspective of technical theatre collaborators
b. Plans and creates technical elements of a theatrical production
c. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances

TAHSADI.6 - Researching cultural and historical information to support artistic choices
a. Explores the relationship between research and theatrical production
b. Engages in meaningful cultural and historical research to support formal or informal theatrical performance
c. Develops and executes a presentation or lobby display that summarizes the impact of cultural and historical research on a theatrical production

Grade 9-12 - ACTING III

TAHSAIII.4 - Designing and executing artistic and technical elements of theatre
a. Examines the appropriate relationship between the actor, designers, and technical crew
b. Explores the effects of set design, costume, and lighting on an actor’s performance
c. Plans and creates technical elements of a theatrical production
d. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances

Grade 9-12 - ACTING II

TAHSAII.4 - Designing and executing artistic and technical elements of theatre
a. Examines the appropriate relationship between the actor, designers, and technical crew
b. Explores the effects of set design, costume, and lighting on an actor’s performance
c. Plans and creates technical elements of a theatrical production
d. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances

Grade 9-12 - ACTING I

TAHSAI.4 - Designing and executing artistic and technical elements of theatre
a. Examines the appropriate relationship between the actor, designers, and technical crew
b. Explores the effects of set design, costume, and lighting on an actor’s performance
c. Plans and creates technical elements of a theatrical production
d. Collaborates with other members of a creative team to create and execute formal and informal theatrical performances

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.6 - Researching cultural and historical information to support artistic choices
a. Defines the role of the dramaturge
b. Applies the skills of the dramaturge to various scenes
c. Interprets cultural and historical data for use in production
d. Communicates data to theatrical personnel
e. Distinguishes between important and unimportant data for use in performance
f. Evaluates artistic choices of the production team based on data.

Grade 9-12 - FUNDAMENTALS OF THEATRE I

TAHSFTI.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. Recognizes and applies the basic elements and procedures involved in the construction of props, scenery, and platforms.

TAHSFTI.6 - Researching cultural and historical information to support artistic choices
a. Defines the role of the dramaturge
b. Applies the skills of the dramaturge to various scenes
c. Interprets data for use in production

Grade 8

TAMS8.4 - Designing and executing artistic and technical elements of theatre
a. Applies the technical elements of theatre
b. Utilizes available resources to plan for and support theatre activities
c. Designs and creates scenery, props, costumes, lighting, and sound/music for theatre
d. Develops a management plan for incorporating technical elements of theatre
e. Incorporates artistic and technical elements into a theatre production
f. Evaluates the effectiveness of artistic and technical elements used in a theatre production

TAMS8.6 - Researching cultural and historical information to support artistic choices
a. Applies advanced research skills to obtain appropriate cultural and historical information
b. Analyzes the cultural and historical context in theatre production
c. Supports artistic choices with cultural and historical information
d. Examines how culture is defined through theatre and other media

GRADE 7

TAMS7.4 - Designing and executing artistic and technical elements of theatre
a. Identifies technical elements of theatre
b. Uses available resources to plan for and support theatre activities
c. Designs and creates scenery, props, costumes, lighting, and sound/music for theatre productions
d. Incorporates artistic and technical elements into a theatre production

TAMS7.6 - Researching cultural and historical information to support artistic choices
a. Utilizes advanced research skills to obtain appropriate cultural and historical information
b. Analyzes the cultural and historical context in theatre production
c. Supports artistic choices with cultural and historical information
d. Draws conclusions regarding cultural similarities and differences
e. Examines how a culture is defined through theatre and other media

Texas Essential Knowledge and Skills for Theatre Arts

HS 117.318 LIV - Critical evaluation and response

C.5.F - employ technology such as portfolios, research projects, and journals to communicate and present findings in a clear and coherent manner.

C.5.H - create a personal resume or portfolio of theatrical experience.

MS 117.211 LI - Creative Expression: production

C.3.A - create character, environment, action, and theme collaboratively through the safe use of props, costumes, and visual elements.

MS 117.212 LII - Creative Expression: production

B.3.A - determine specific technical elements to provide a safe setting and to support character and action in improvised and scripted scenes.

B.3.B - create theatrical elements such as scenery, properties, lighting, sound, costume, makeup, and publicity appropriate to specific performances.

MS 117.213 LIII - Foundations: Inquiry and Understanding

B.1.E - apply knowledge of theatrical vocabulary and terminology.

HS 117.316 LII - Critical evaluation and response

C.5.F - use technology such as portfolios, research projects, and journals to document and present information in a clear and coherent manner.

HS 117.315 LI - Historical and cultural relevance

C.4.B - relate historical and cultural influences on theatre.

HS 117.315 LI - Critical evaluation and response

C.5.G - use technology such as electronic portfolios, research projects, and journals to document and present information in a clear and coherent manner.

HS 117.317 LIII - Critical evaluation and response

C.5.F - use technology such as portfolios, research projects, and journals to document and present information in a clear and coherent manner.

Alberta, Canada

Technical Theatre/Design 10-20-30 - Costume

1 - demonstrate understanding of the purpose of costume

2 - recognize the importance of illusion in costume design

3 - recognize the importance of artistic unity in costume design

5 - demonstrate understanding of symbolism and psychological implications of colour, texture, line and shape

Junior Orientation

demonstrate a willingness to take calculated and reasonable risks

share ideas confidently with others

focus concentration on one task at a time

listen effectively

generate imaginative and creative solutions to problems

meet deadlines and follow through on individual and group commitments

work cooperatively and productively with all members of the class in pairs, small groups and large groups

support positivity the work of others

offer and accept constructive criticism, given specific guidelines, with a desire to improve

recognize that there is an historical and cultural aspect of drama/theatre

demonstrate awareness of the multidisciplinary nature of drama/theatre

Junior Goal I Objectives

strengthen powers of concentration

extend the ability to think imaginatively and creatively

extend the ability to explore meaning through abstract concepts

develop the willingness to make a decision, act upon it and accept the results

develop a sense of responsibility and commitment

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

extend the ability to understand, accept and respect others- their rights, ideas, abilities and differences

develop the ability to offer and accept constructive criticism

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

5 - demonstrate understanding of the various conventions of the components being studied

Technical Theatre - Levels I, II, III - Readiness

6 - demonstrate understanding of the importance of planning and organization

7 - select a project appropriate to the component being studied

8 - demonstrate understanding of the use of colour, shape and texture to achieve a desired effect

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

Technical Theatre - Application

14 - use appropriate tools and skills to assemble or construct the planned project

Senior Goal I Objectives

extend the ability to concentrate

demonstrate respect for others-their rights, ideas, abilities and differences

demonstrate the ability to offer, accept, and reflect upon, constructive criticism

Orientation Drama 10

display consideration and respect for self and others

positively support the work of others

cope with success and failure in positive ways

work with abstract concepts

demonstrate self-discipline, self-direction and a sense of responsibility

work cooperatively and productively

offer and accept constructive criticism with a desire to progress

British Columbia - 2018 (latest)

GRADE 6 - ARTS - Exploring and creating

Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making

Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play

GRADE 6 - ARTS - Reasoning and reflecting

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

Reflect on works of art and creative processes to understand artists' intentions

GRADE 7 - ARTS - Exploring and creating

Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making

GRADE 7 - ARTS - Reasoning and reflecting

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

Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations

GRADE 8 - ARTS - Exploring and creating

Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making

Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play

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

GRADE 9 - DRAMA - Exploring and creating

Create dramatic works both collaboratively and as an individual, using ideas inspired by imagination, inquiry, and purposeful play

Explore relationships between identity, place, culture, society, and belonging through dramatic experiences

Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental in relation to drama

GRADE 10 - DRAMA - Explore and Create

Experiment with a range of props, processes, and technologies

GRADE 10 - DRAMA - Communicate and document

Compose, interpret, and expand ideas using symbolism and imagery

GRADE 11 - DRAMA - Reason and reflect

Receive and apply constructive feedback to develop and refine ideas

Reflect on aesthetic experiences and how they relate to a specific place, time, and context

GRADE 12 - DRAMA - Explore and Create

Experiment with a range of props, processes, and technologies to create and refine innovative dramatic works

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

Evaluate the social, cultural, historical, environmental, and personal contexts of dramatic works

Reflect on aesthetic experiences and how they relate to a specific place, time, and context