The aim of these two courses is to teach students to perform the tasks of "backstage" designers, managers, and crews; to help students understand the most effective and efficient ways of accomplishing those tasks; and, to promote an appreciation for the creative abilities and technical skills necessary to do these tasks. Students will understand that these "backstage" tasks are equal to, but different from, that which happens on stage.

The general goals of the Theatre Arts 20, 30 courses are:

Awareness: To provide students with an awareness of the creative possibilities and practical hands-on learning needs in the theatre.

Transition from School to Work: To create a connection for students between theatre in the school and theatre in the community as a opportunity to establish a career pathway.

Community Involvement: To foster a sense of cooperation and interdependence between the school and the community.

Communication: To develop social and communication skills as practitioners and potential employees in the theatre.

Employability Skills: To encourage the development of employability skills such as cooperation, initiative, risk taking, and creativity in the theatre.

Personal Management Skills: To enhance students’ confidence, self-worth, and ingenuity both in the theatre and in the community.

Theatre Arts 20 is an introductory course for students of technical theatre. As such, it asks the students to become familiar with the technical roles of the theatre, the principles of stage lighting, sound, set/stage design, makeup, and wardrobe. Further, it begins the process of familiarizing the students with the mechanical and technical skills involved in each of these areas of the theatre.

Theatre Arts 30 takes the students into the areas of design for each of the elements of theatre introduced in Theatre Arts 20. It allows the students to work on more complex technical aspects of design and function and, ultimately, to become department and crew chiefs for actual school or community productions. The other main consideration in Theatre Arts 30 is to provide students with the opportunity to specialize somewhat in a particular area of technical theatre arts. Individual contracts and independent learning opportunities provide a means to adapt the course to meet the needs of a diverse student audience.

The work study aspect of each course (Theatre Arts 20, 30) provides students the opportunity to work on an actual production, either as a crew member or as production or crew chief.

Foundational objectives are the major, general statements that guide what each student is expected to achieve for the modules of the PAA curriculum guidelines. Foundational objectives indicate the most important knowledge, skills, attitudes/values, and abilities for a student to learn in a subject. Both the Foundational Objectives for Theatre Arts 20, 30 and the Common Essential Learnings (CELs) Foundational Objectives to be

emphasized are stated in this document. Some of these statements may be repeated or enhanced in different modules for emphasis. The foundational objectives of the Core Modules of the Theatre Arts 20, 30 curriculum include:

• To recognize and appreciate the collaborative process involved in a theatre production.
• To understand and apply the fundamentals of theatre and theatre productions.
• To participate in and appreciate the importance of the planning phase of a theatre production.
• To appreciate the importance of clear communication in theatre production.
• To develop the artistic abilities and technical skills required in a theatre production.
• To experience the enjoyment and fulfillment derived from interacting with others and from the creative process of working on a production.
• To take responsibility for specific tasks in planning for and production of theatre.
• To practise both good leadership and good "followership" skills.
• To access and use community and other resources.
• To identify and practise safety precautions and procedures.
• To understand the roles and responsibilities of production personnel.
• To be aware of career and employment opportunities related to theatre.

Common Essential Learnings Foundational Objectives specified also.

Theatre, by its very nature, is eclectic, involving many elements simultaneously. Thus, it is no surprise that the foundational objectives and learning objectives of these courses so readily correspond with many of the CELs.

Resources supporting the foundational and learning objectives of the curriculum have been identified. The teacher must remember that these are only beginnings--a place to start. Much of the success of this course depends on the teacher's use of her or his own skills, interests, and enthusiasms. It is also recommended that the teacher make use of the talents and expertise of colleagues. The teacher may also make use of community resources, such as amateurs and experts in the theatrical field, to seek advice in the creation and delivery of these courses. Field trips, job shadows, career interviews, and "spend-a-day in a workplace" are all examples of community resource use. If there is a theatre company in the town, city, or school division, the arrangements can be reciprocal: outside experience and expertise in exchange for students able and willing to work in productions of that outside group. The students will benefit, the program will benefit, and the community theatre will benefit.

Teachers of Theatre Arts 20 and 30 classes are strongly encouraged to develop educational links or partnerships with amateur and professional theatre groups in their community. These contacts could provide invaluable opportunities for students to experience the practical dimensions of theatre.

The most important modules in both Theatre Arts 20 and 30 provide students with work study opportunities. The work study modules allow students to work on an actual production, either as a crew member or as production or crew chief. These modules are meant to be hands-on, useful, enjoyable, creative, and purposeful.

Theatre Arts 20 is divided into 9 modules. Each module identifies a suggested number of instructional hours, foundational objectives, learning objectives, suggested teaching approaches, and student activities. The first module -- Orientation -- is presented in more detail as a sample unit. If the Work Study module is used for both courses, then THEA22A is for grade 11 and THEA22B is for grade 12.