Unit
in Drama One Curriculum
Front of House
Created by Karen Loftus
3 lessons
This unit looks at theatre jobs in the business category: front of house, marketing, and box office. The aim of these jobs is to interact with the public. Students are able to identify what “front of house” refers to and understand the various roles of a theatre company’s front of house members.
Students will also explore how a show is marketed and demonstrate their knowledge of marketing by creating a simple marketing campaign for an original show.
Start here
The overview lays out the structure of the unit, including objectives, materials list, lesson structure and assessment and time management tools.
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1Lesson 1Who’s WhoStudents begin their exploration by learning about the who’s who in theatre and are introduced to the front of house role.
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2Lesson 2Basic MarketingStudents continue their exploration by learning about elements of a marketing poster and applying that information by designing a poster.
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3Lesson 3Marketing and Audience ExperienceStudents continue their exploration by learning about the press release and creating a marketing plan for an original play.
Standards Addressed
Select, analyze, and interpret artistic work for presentation - Grade 6
Organize and develop artistic ideas and work - Grade HS Proficient
Interpret intent and meaning in artistic work - Grade HS Accomplished
Apply criteria to evaluate artistic work - Grade 6
Apply criteria to evaluate artistic work - Grade 7
Apply criteria to evaluate artistic work - Grade HS Proficient
Apply criteria to evaluate artistic work - Grade HS Accomplished
6.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Prof.TH:Cr2 Organize and develop artistic ideas and work.
Acc.TH:Re8 Interpret intent and meaning in artistic work.
6.TH:Re9 Apply criteria to evaluate artistic work.
7.TH:Re9 Apply criteria to evaluate artistic work.
Prof.TH:Re9 Apply criteria to evaluate artistic work.
Acc.TH:Re9 Apply criteria to evaluate artistic work.
Sixth Grade
Seventh Grade
High School - Fundamental 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.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
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.
- CCSS.ELA-LITERACY.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- 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).
Reading: Informational Text
- CCSS.ELA-LITERACY.RI.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.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Language
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.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Historical & Global Connections
Innovation, Technology & the Future
- TH.912.F.2.2 Assess the skills needed for theatre-related jobs in the community to support career selection.
- TH.912.F.3.3 Exhibit independence, discipline, and commitment to the theatre process when working on assigned projects and productions.
- TH.912.F.3.4 Discuss how participation in theatre supports development of life skills useful in other content areas and organizational structures.
- TH.912.F.3.5 Monitor the tasks involved in the creative and design processes and analyze ways those processes might be applied in the workforce.
- TH.912.F.3.7 Use social networking or other communication technology appropriately to advertise for a production or school event.
Organizational Structure
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Connecting
Beginning High School Create
Beginning High School Present
Accomplished High School Respond
Advanced High School Present
Beginning High School Standards - Aesthetics
Proficient High School Standards - Culture
Advanced High School Standards - Aesthetics
MS 117.211 LI - Critical evaluation and response
MS 117.212 LII - Foundations: Inquiry and Understanding
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 - Creative Expression: production
HS 117.315 LI - Critical evaluation and response
HS 117.316 LII - Creative Expression: production
HS 117.316 LII - Critical evaluation and response
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 - Business
Technical Theatre/Design 10-20-30 - Management - Stage
Junior Goal III Objectives
Junior Orientation
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 willingness to make a decision, act upon it and accept the results
- extend the ability to think imaginatively and creatively
- strengthen powers of concentration
Theatre Studies Level II - Intermediate (Theatre History)
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
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 initiate, organize and present a project within a given set of guidelines
- develop a sense of inquiry and commitment to learning
- extend the ability to concentrate
- increase self-confidence
- increase self-discipline
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
- listen to self and others
- make effective decisions or choices
- share ideas confidently
- solve problems imaginatively and creatively
- work cooperatively and productively
- work with abstract concepts
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
- Adapt learned skills, understandings, and processes for use in new contexts and for different purposes and audiences
- Express, feelings, ideas, and experiences through the arts
- Interpret and communicate ideas using symbols and elements to express meaning through the arts
- Take creative risks to express feelings, ideas, and experiences
GRADE 7 - ARTS - Reasoning and reflecting
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Exploring and creating
GRADE 8 - ARTS - Reasoning and reflecting
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Communicating and documenting
GRADE 10 - DRAMA - Explore and Create
GRADE 10 - DRAMA - Reason and reflect
Grades 9 & 10 - Foundations - Concepts and Terminology
Grades 9 & 10 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
- B.3.1 identify and describe skills, attitudes, and strategies they used in collaborative drama activities (e.g., brainstorming, active listening, and cooperative problem-solving skills; strategies for sharing responsibility through collaborative team roles)
- B.3.2 identify skills they have developed through drama activities and explain how they can be useful in work and other social contexts (e.g., explain in a journal how their brainstorming and negotiation skills support teamwork in a variety of contexts)
- B.3.3 identify connections between their learning in drama and possible employment opportunities in the broader educational and arts sectors (e.g., production and/or performance roles in community theatre, television/radio broadcasting, filmmaking)
Grades 9 & 10 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
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