Unit
Theatre Etiquette
Created by Kerry Hishon
5 lessons
etiquette
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. How do you implement and instill theatre etiquette in your classroom and your rehearsals – before a show and backstage? A cohesive theatrical community starts with the rules and codes of behaviour both onstage and off.
Topics covered within the unit include: What is Etiquette, Real World vs Theatre World Etiquette, Audience Etiquette, Audition Etiquette, Pre-Show and Performance Etiquette. The unit ends with a culminating activity which included a rubric and reflection.
Start here
The overview lays out the details and pacing for the lessons in this unit.
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1Lesson 1What is Theatre EtiquetteIn this lesson, students will define etiquette, refine the definition for the theatre classroom, and work on a Creativity Contract that has goals and procedures. What do students want out of the class? What are the steps they need to take to achieve those goals? What procedures are needed to make the theatre classroom a safe place where they can achieve those goals?
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2Lesson 2Real World vs. Theatre WorldStudents will learn about creating a safe and professional space in the classroom and in the theatre, and how these principles can be applied to the real world. What are the best practices for etiquette in the classroom, which can also be used in rehearsal, and which can also be used in the real world.
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3Lesson 3Audience EtiquetteTheatre does not happen without an audience. It’s important for students to be aware of and apply audience etiquette. In this lesson, students will explore the different ways an audience behaves depending on the event, what is bad audience behaviour, establish the rules, practice critical thinking as an audience member, and complete an exit slip to demonstrate comprehension.
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4Lesson 4Audition EtiquetteStudents will explore the elements of the audition process, discuss the necessary guidelines of audition etiquette, and practice applying those guidelines.
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5Lesson 5Pre-Show Performance EtiquetteStudents receive the Pre-Show Etiquette Tips and Performance Etiquette Tips (handouts).They will brainstorm and develop a warm-up exercise designed to encourage pre-show etiquette, and design series of posters (either fully done or described with sketches) to encourage and highlight performance etiquette.
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 - Reasoning and reflecting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Connect and expand
GRADE 11 - 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
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
Theatre Arts I: Introduction to Theatre
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