Overview
of Production Classroom Units Curriculum
Production Classroom Units Overview
Created by Karen Loftus
The overview lays out the all of the parts of The Production Classroom Units - which is divided into three parts.
In Part One, you’ll take your students through a series of pre-production units designed to help students gain as much comprehension as possible about putting on a successful production.
Part Two offers articles on each step in the process, samples and forms, a suggested pacing, role definitions and task checklists, an outline for a typical class, as well as performance duties. This section also outlines the assessment piece for The Production Classroom – the production binder.
Part Three provides a Post-Performance Reflection. Unpack the experience with students, reflect back on what went right and what could be changed for next time. A written Reflection is included as well as a Rubric for student production binders.
Start here
Producing a show together as a class is the ultimate in both project-based learning and using higher-order thinking skills. Students will gain experience in working in a group, time management, conflict resolution, and other interpersonal skills necessary to working as part of a creative team.
By breaking down the production process into specific sections, you can ensure that your students have the necessary skills to produce a successful show. In addition, whereas trying to take a show from audition to performance usually feels rushed, The Production Classroom allows you to really dive deep into the production process. These units could easily be spaced out over the course of a semester or over the course of an entire year.
Standards Addressed
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
- 14 discover how various emotions affect one vocally and physically
- 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
- 14 identify and use operative words in a script
- 15 analyze script for a character’s transitions
- 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
- 7 demonstrate understanding of symbolism and psychological implications of colour, texture, line, mass and form
- 9 demonstrate understanding of and use scale
Technical Theatre/Design 10-20-30 - Management - Sound
Playwriting - Drama 20
Improvisation/Acting Level III - Advanced
Junior Goal II Objectives
Junior Goal III Objectives
Junior Orientation
- communicate through use of voice and body
- 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
- recognize that there is an historical and cultural aspect of drama/theatre
- respond to directions without breaking concentration-side coaching
- share ideas confidently with others
- speak, move, and generate ideas spontaneously
- support positively 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
- extend the ability to control and express emotions
- 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
- offer and accept constructive criticism with a desire to progress
- positively support the work of others
- share ideas confidently
- solve problems imaginatively and creatively
- work cooperatively and productively
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